全球暖化的議題，各國教育努力推動節能減碳教育，鼓勵依校園情境提供「節能減碳」課程，提升學生節能減碳的素養能力。本研究以臺中市一所國小校園情境，規劃反怠速方案教學計劃，透過混合研究法搜集行動方案教學的文件資料、研究團隊手札、四年級學生訪談資料、以及「節能減碳之認知、態度及行為量表」前後測驗統計資料，揭露行動方案教學之研究過程與描述研究結果，藉以了解如何在國小校園推動節能減碳教育，提升學童節能減碳之素養。研究結果指出校園本位化方案教學有助於節能減碳教育之實施、教師參與研究團隊促進教師教育專業發展並有利行動方案教學推動、多元化的方案教學活動引起學生對節能減碳的學習興趣、及教學後學童節能減碳之素養有顯著差異，顯示該方案教學能提升學生節能減碳之素養。本研究依據取得之結論，對後續之研究提出建議。

Energy saving and carbon emission reduction education has become an important issue in education because of global warming. It is necessary that energy saving and carbon emission reduction education be situated in school context to practice into teaching and learning. This study aims to explore how implementing anti-idling project in an elementary school affects students’ knowledge, attitude, and behavior regarding saving energy and carbon emission reduction education. The project was implemented in an elementary school and 107 fourth-grade students were studied. By conducting mixed methods research, teaching materials, interview data, and surveys were collected through the project. First, situated learning would have crucial influences on energy saving and carbon emission reduction teaching project. Second, research community would affect the success of this project. Third, the students’ knowledge, attitude, and behavior toward energy saving and carbon emission reduction education have changed after the anti-idling teaching project. Based on the findings, suggestions for energy saving and carbon emission reduction education in schools are provided.