自1990年以來，經濟合作暨發展組織開始對各國的「教育研究」進行一系列的評估，結果多發現「教育研究」的經驗證據薄弱，而教育知識也多流於拼湊，無法對教育政策提供有效的證據。為此，各國紛紛提出教育研究政策，以確保教育研究的品質及符合國家社會的需求。本文聚焦於澳洲教育研究政策及其問題，運用歷史研究法、檔案文件分析法等，以達成如下目的：一、了解澳洲「教育研究」的官方與非官方機構；二、分析澳洲「教育研究」的政策；三、探究澳洲「教育研究」的考核機制：以及四、省思澳洲「教育研究」的問題，特別是教育研究的影響力式微、研究典範之爭、中央控管或自我管制，以及教育研究指標與考核方式的爭議等，值得臺灣引以為鑑，有助於檢討教育研究的相關政策。

Since 1990, international organizations like OECD have conducted a series of research on the critical examination of “education research”, and most of the findings conclude that the weakness of the outcomes/products in this field needs to be improved. They also discover that a patchy state of knowledge about education system and it is hard to produce “evidence” to inform educational policies. To solve the problems, many countries work on the review of “educational research” in their own countries and try to provide the strategies to improve the quality of educational research. Based on the above-mentioned concern, the paper employs historical research and document analysis to analyze educational research policies and organizations in Australia and review the related important reports to understand the development and problems in Australian educational research. The paper in conclusion raises four main problems of Australian educational research which could make some suggestions for researchers to rethink educational research in Taiwan: 1. the impact of educational research declined, 2. the paradigm war in educational research, 3. central control or self-regulation of educational research, and 4. the quality index and review methods of educational research.