本文採用教育詮釋學方法，進行歐克斯歴史教育學的探討。其歴史教育學深受康德批判哲學、席勒審美教育理論、杜威實用主義、米德科學社鲁學、莫爾分析哲學和哈伯瑪斯論辯倫理學的影響，內涵包括教育改革史、教育學術史、教育理念史、教育機構史、教育人物史、學科演變史和撰寫方法論。歐克斯的歷史教育學對我國的教育學術有下列啓示：（一)教育史學應該作爲師資培育的必修學科；（ニ)人物選擇和撰寫應該依循理性和批判的原則；（三)我國應該加強教育機構史、教育理念史、學科演變史和撰寫方法論的探討；（四)研究方法應該兼顧歷史學、哲學和科學的方法；（五)培養學生直接引用一手資料的能力；（六)我國應該建立教育史學的相關學鲁。儘管歐克斯的歴史教育學存在著ー些問題，但是仍然有許多優點，可以作爲我國建立教育史學理論和解決教育史學問題的參考，相當値得我們加以重視。

This article adapted the method of educational hermeneutics to investigate Oelkers5 historical pedagogy. His historical pedagogy was affected by Kant’s critical philosophy, Schiller’s theory of aesthetic education, Dewey’s pragmatism, Mead’s scientific sociology, Moore’s analytical philosophy and Habermas’ discourse ethics. It included history of educational reform, educational academic, educational ideas, educational institutes, famous educators, discipline change and methodology of writing. Oelkers’ historical pedagogy has some inspirations about educational theory and practice for our country: (1) educational history should become the required course for teacher education. (2) The figure selection and writing of educational history should follow the principles of rationality and critique. (3) Our country should enhance the study about history of educational institute, educational ideas, discipline change and writing. (4) The research of educational history should include historical, philosophical and scientific methods. (5) We should cultivate students the ability to use firsthand documents. (6) Our country should establish association about educational history. Although Oelkers’ historical pedagogy has some problems, but it has also many advantages, it can as reference for our country to construct theory of educational history and to solve problems of educational history. His historical pedagogy deserves us to pay attention to it.