本文旨在透過後設歷史分析，探討教育改革研究中不同方法論模式之理論基礎及其歷史演變。主要探討的方法論模式有教育借用的邏輯、教育改革的社會文化分析、教育改革中教育發展法則之分析、教育改革的社會認識論及考古學與系譜學分析。最後，指出未來教育改革研究必須善用新科技，對不同族群、不同文化的認知方式與心理習性之細緻差異深入探討，才能使改革研究成果，落實於促進全人類福祉之公平正義教育體制的建立。

This paper offers a metahistorical analysis of various methodological models for education reform research. Ontological and epistemological assumptions of educational borrowing, historico-cultural foundations of educational changes, formulation of universal law of educational development, social epistemological research, policy archeology, policy genealogy are discussed respectively from historical perspective. Finally it is recommended that new technologies, esp., brain science, genome research and information technology, be adopted to study carefully the delicate differences of cognition and dispositions of various cultural groups with a view to building just education systems conducive to full self-realization of all the people in the world.