教育研究在台灣的發展不可謂不蓬勃。但在發展過程中，卻出現了兩個不健康的現象。一是教育研究的成果並沒有受到惜當的重視：另一是教育研究工作者和實務工作者間有疏離的現象。本文的目的即在試圖指認造成這兩個現象的可能原因。 文章的作者認為一個可能有問題的研究模式是造成上述不健康現象的主因。這個模式有三個步驟，文章的作者稱之為三部由。從外國 (尤指英美人士) 的研究成果及觀點做為出接點是第一部曲；第二部曲是介紹先進國家是具體教育措施及制度，以求從中獲得啟示：第三部曲是實徵性的問卷調查及座談。作者分別指出這三部曲中，研究者所可能犯的謬誤。而作者認為，這些謬誤正是導致教育研究不健康的諸多原因。 作者在文章的最後提出三點建議，以求教育研究能夠走坦途。

The development of educational studies III Taiwan can be described, not exaggeratedly, as 'flourishing'. But the appearance of the flourishing development has two undesirable facets. One is that the works of educational studies have ignorable impact on the practices of education; the other is that there seems to be a gap between educational theorists and educational practioners. The author of this essay sets out to explore possible reasons for this unhealthy situation and put his fingers on a research model widely used by educationalresearchers. The research model consists in three stages. To define topics and framework of educational research from a western point of view is the main job in the first stage; the second stage is mainly about the introduction of educational systems or policies adopted by the so called developed counties like U.S.A. and Britain, to seek inspirations from foreign countries is the aim of the second stage; the third stage proceeds unexceptionally to a questionnaire job. The author of this essay points out possible flaws embedded in the three stages. Some suggestions are made in the final section of this essay, which are aimed at improring the current educational studies.