食物系統對於全球暖化有相當大的影響，食物的生產、加工、運輸、消費以及廢棄都會產生碳排放。政府推動低碳飲食，並從教育落實，本研究旨在探究雲林縣國小教師全球暖化、低碳飲食知識與低碳飲食行為意向之關係，以作為政府推動低碳飲食教育之參考。本研究以隨機叢集取樣抽取受試者，回收有效問卷373份，回收率為68%。研究工具為本研究修訂編製之「全球暖化、低碳飲食知識量表」與「低碳飲食行為意向量表」。統計分析方法包括：項目分析、因素分析、信度分析、敘述統計、t檢定、單因子變異數分析、積差相關等。 研究發現教師在全球暖化與低碳飲食知識具中上水準，但仍存在許多迷思。教師在低碳飲食行為意向整體表現積極正向，唯在低碳烹調保育行為意向較欠缺。教師之全球暖化與低碳飲食知識因性別、參與環境相關研習或課程時數以及參與環保活動而有顯著差異。教師之低碳飲食行為意向因性別、年齡和參與環保活動而有顯著差異。全球暖化與低碳飲食知識和低碳飲食行為意向之間具有正相關。 教育行政可多舉辦環境教育研習與環保活動，增加課程的深度與廣度，並鼓勵教師參與。在師資培育機構增設環境相關課程，鼓勵在職教師自主進修，減少迷思概念，以提供學生正確的環境知識。

Food system plays a great impact on global warming, for food production, process, transportation, consumption and discarding will generate carbon emission. As the government promotes the low-carbon diet and implements from the education system, this paper aims to explore the elementary school teachers’ knowledge of global warming and low-carbon diet, as well as its correlation with their behavior intensions of low-carbon diet in Yunlin County, to provide references to the government to promote the low-carbon diet education. In this paper, interviewees are selected via cluster sampling and all 373 valid questionnaires are returned, with a recovery rate of 68%. With regard to the research tools, Scales of Knowledge of Global Warming and Low-carbon Diet and Scale of Behavior Intentions of Low-carbon Diet that are formulated by this paper are adopted. The methods of statistical analysis include item analysis, factor analysis, reliability analysis, descriptive statistics, T-test, one-way analysis of variance and product-moment correlation. This study finds that teachers perform better than average in terms of knowledge of global warming and low-carbon diet, but there are still lots of myths. Teachers show positive overall performance in behavior intentions of low-carbon diets; however, they do not perform so well in low-carbon cooking and caring. Significant differences can be found in knowledge of global warming and low-carbon diet due to the teachers’ different genders, participants in researches on environment and activities of environmental protection and course hours. In addition, teachers’ behavior intentions of low-carbon diet are also different owing to gender, ages and participant in environmental protection activities. Knowledge of global warming and low-carbon diet shows a positive correlation with the behavior intentions of low-carbon diet. The education administrative departments can hold environment education study and environmental protection activities as much as possible, enhances the depth and extent of relevant courses and encourage teachers to take part in. Moreover, they can also add environment-related courses in teacher training organizations and promote the teachers to self-study, so as to reduce the myths and provide students correct environmental knowledge.