Abstract：The sociology of education in China has gone through four phases： in 1920s and 1930s， it was newly established， and characterized by social enlightenment and educational transformation； in 1980s， it was re-established， and concentrated on the relationship between education and society under the paradigm of educational basic theories； in 1990s and early years of the first decade of the 21st century， specific areas of the sociology of education flourished； in recent more than ten years， it turned to policy research， and has been in a mood of somewhat wandering. To converge the two perspective of “practice orientation” and “critic orientation” may have implication for the possible direction of the sociology of education. “Fact study”， as the basic methodology of the sociology of education， has its limitation； “Critic orientation” may be an important characteristic of the sociology of education， but is not the core characteristic. And “education equity” may be an important thesis， but could not be the core problematic field. Educational activity should be at the core of the research horizon of the sociology of education.
王有升. 把教育实践行动带回研究的核心视阈——教育社会学学科发展路向反思[J]. 华中师范大学学报（人文社会科学版）, 2019, 58(2): 176-186.
Wang Yousheng. Bringing Educational Activity Back in the Research Horizon——Reflection on the Developmental Orientation of the Sociology of Education. journal1, 2019, 58(2): 176-186.
2019, Vol. 58 
