根據日本古史記載，推古天皇時，由聖德太子派遣小野妹子出使隋朝，開啟日本派遣使者到中國的新紀元，到唐末為止，日本出使到唐的遣唐使、遣唐僧、留學生達二十次。在長達二百多年間，推測這些使者、僧人、留學生，他們應將有關唐代典章制度帶回日本，進而創立日本的律令及各項制度，在這些制度當中當然包括唐代官學的教育體制。官學經學教育體制的發展，受到經書、經師、學生及科考制度四項要素影響，經書，是指所教經學科目及注釋家；經師，是指傳授的經學博士資格及教育方式；學生，是指官學不同身份類別的學生就讀資格及限制；選人制度，乃是不同身份類別學生在學習後，通過不同形式的考試，及格後擔任官方職務的制度，這四項要素，與官學經學教育的特色與發展息息相關。《唐六典》是唐代記載唐玄宗開元二十七年前最重要的一本典章制度的書籍，日本《大寶令》、《養老令》制定時間約於初唐，但原文今已亡佚，僅剩《令義解》尚可還原兩《令》的原文，因此，本文以《唐六典》、《令義解》之記載，對比唐代、日本兩國官學經學教育體制發展的狀況，藉以了解唐代官學經學教育體制移植到日本後，對日本官學經學教育體制的影響。

According to ancient Japanese history, during the reign of Empress Suiko, Prince Shotoku asked Ono no Imoko to serve as Japanese envoy for the Sui empire. Since then, Japan kept sending envoys to China till the end of Tang Dynasty. By the end of Tang Dynasty, Japan had sent envoys and students to China more than 20 times. In 200 years, Japanese scholars, monks and students brought the governmental system and laws back to Japan to build its own institution, including the Tang education institution. The development of the institutions of the classical studies in governmental school was influenced by classics, mentors, students and the system of imperial examination. Classics are the subjects taught in governmental schools and the ones who made definitions for them; teachers are the qualification of teaching the subjects and the way they teach; students are the identity and qualification of the governmental schools; the testing system is the system that picks the qualified people to work in government. The four elements are strongly related to the characteristics and development of the classic studies in governmental school. This paper uses Tang liudian and Ryo No Gige to compare the development of the classical studies in the governmental schools of the both sides, and to figure out the influence of education of Tang empire on the Japanese classical studies in Japanese governmental school.