本文從W. Brezinka的教育後設理論脈絡的相關文本，以概念分析的研究方法，探析其教育後設理論的科學方法論，深入其理論基礎、研究對象、方法，以及後設理論的特點等，再探究Brezinka基於教育的後設理論乃包含教育科學、教育史學及教育哲學等內涵，其個別的理論基礎為何？在國內少有較全面性的探究，故值得探討。更重要的是，Brezinka重視實踐教育的課題，教育後設理論在實踐教育上的意義，更是重要的研究目的，而本文的結語，提出兩個重點，首先，為建立一個實踐導向的教育科學方法論的必要性，其二，為建立教育科學方法論的價值性。一方面結合實踐教育與教育理論，也能藉由方法論對教育科學論述作一一檢證；一方面也避免意識型態對教育科學方法論可能的誤解。本研究結果提供有意研究此一議題者，可藉此對Brezinka的教育後設理論有較深刻的理解。

In this study, researcher from the Wolfgang Brezinka meta-theoretical context of the relevant texts of their educational meta-theory of scientific methodology, in-depth theoretical basis of its research objects, methods, and characteristics of meta-theory, and then explore the Brezinka meta-theory-based pedagogic is an educational science, pedagogic history and pedagogic philosophy content, the theoretical basis of what its individual? Not many comprehensive research are studied in Taiwan, it is worth exploring. More importantly, Brezinka emphasis on practical issues of pedagogic, and theory in practice is more important implications in the study, the conclusion of this research put forward two key points, one for the establishment of a practice-oriented padagogy the need for scientific methodology, and the second is the value of pedagogic-scientific methodology. Firstly, linking up the practice pedagogic and the pedagogic-theory, and by the pedagogic methodology text the scientific discourse of validated; Secondly, the ideology of education but also to avoid possible misunderstanding of scientific methodology. The results of this study provide those interested in studying this topic, you can post to the pedagogic of Brezinka a deeper understanding of set theory.