本文指出教育是一門關於人的學科，但教育研究對於人的存有問題並沒有給予應有的重視。相反的，卻因為過於強調研究方法的〝技巧〞與〝應用〞，而對研究對象的理解與掌握上出了問題，使得教育研究與實踐有了落差。要克服這種表象的描述研究對象，就必須嚴肅地從存有論的基礎上對研究對象進行哲學思考。準此，本文試圖透過梳理海德格與布爾迪厄的存有論概念，操作一個以存在的-存有論為基礎的教育研究方法論，並指出其聯繫教育研究與教育實務的可能貢獻。

This essay indicates that education is a subject concerning humans. Nevertheless, many educational researches do not pay adequate attention to the problem of Being. Instead, due to the over-emphasis on the "skills" and "application" of methods, gap between the educational research and practice is thus created, that is to say, there is something wrong with comprehension and command of the object of their researches. In order to overcome the difficulty of describing the object of researches in surface, serious philosophic thought should be launched toward the object of researches on the basis of ontology. Based on this, this essay, by analyzing the ontology of Heidegger and Bourdieu, intends to manipulate the methodology of education on the basis of existential-ontology and to point out the possible contribution in connecting educational research and practice.