教育學術研究者與教育政策制定者兩者是存在著許多差異，兩者的鴻溝亦有待正確的態度加以弭平，本研究從雙社群理論探討研究者與決策者的相異之處。本研究經由文獻探討及焦點團體訪談，獲得以下幾項主要結論。第一，雙社群理論能解釋教育學術研究者與教育政策制定者的關係與差異；第二，教育學術研究者在教育政策的角色主要是啟發者、諮詢者及知識生產者，而教育政策制定者在教育政策主要是扮演規劃者、決定者、實踐者及問題解決者的角色；第三，教育學術研究者強調追求真理、注重研究品質及理想面等，而教育政策制定者關心輿情民意、問題解決、經費法令及現況面向等；第四，為形成更合理的教育政策，教育研究者與教育政策制定者應該增進彼此的對話討論，建立信任關係及合作互動平臺機制。

The purpose of this study is to explore the differences between the focuses of the educational researcher and the educational policy-makers from the perspective of two-communities theory. This is because knowledge utilization is an emergent field in the educational policy. In addition, this study employed literature review and focus group interview to collect data. Through a systematical analysis, this study found the followings: 1.Two-communities theory can explain the differences between the focuses of the educational research and the educational policy-maker. 2.The roles of the educational researcher in educational policy-making are counselor and knowledge producer. On the other hand, the tasks of the educational policy-maker in educational policy-making are plan, decision and problem-solving. 3.The educational researcher concerns truth and the quality of paper. On the other hand, the educational policy-maker concerns law, budget, and problem-solving. According to the results, some suggestions about the relationship between educational researcher and educational policy-maker are offered.