The purpose of the study was to understand the influence and the relationship of teachers’ personal background and the cognition of green energy, and the influence of school pupils’ environmental education and the practice. To achieve it, “The influence of the green energy cognition in teachers and the learning achievement of school pupils environmental education. — Local sustainable school improvement plan.” questionnaire was carried out for the qualified teachers and pupils of Jhushan elementary school in Nantou County. 343 questionnaires were issued, which included 60 teacher’s questionnaires and the fifth graders contained of 70 pre-test and 214 post-test, with the validity of 99.9% (343 feedbacks). The SPSS12.0 statistical software was to analyze the Descriptive statistics, T test, Multi-factor analysis of variance, LSD post-comparison, and Pearson correlation. Hereby the results are summarized as follows: 1.There were significant differences in between teachers’ genders and ages (in overall recognition); genders and the grade of teaching (in general); ages and the grade of teaching (in current status and application); ages, duties and workshop experiences (in energy saving). 2.There were significant differences in between students’ genders, information input, Nature approach, parental education and Mom’s profession (in overall recognition and the practice); information input and Nature approach (in getting to know the sun); parental education (in ability application); genders, information input, environmental protection experience, Nature approach, parental education and Mom’s profession (in environmental education). 3.The average figure and the analysis of standard deviation of school pupils’ environmental education and the practice in between before and after it has done showed that after the “Sustainable school partial improvement plan.” had a better cognition than the before one. And it ran a related teaching program during the period. 4.There were significant differences in between teachers’ green energy cognition and students’ environmental cognition and the overall practice.
