1. Standardize the proposition of subject theory and fact subject theory, and regard educational sociology as a subject serving educational practice. Moreover, the main task of educational sociology is to provide educational practice norms and student behavior guidance. The fact discipline advocates that educational sociology should be a discipline to explain the facts of equipment in education. Educational sociology should describe and analyze all kinds of facts that have appeared in the field of education and should not assume the responsibility of standardizing educational practice. The main analysis and difference between normative discipline theory and factual discipline theory lies in whether social pedagogy should be regarded as a practical norm and guidance.
Secondly, the relationship between them is actually the theory of normative discipline and the theory of factual discipline, both of which are two problems facing the discipline of educational sociology now. Literally, it can be understood that the theory of fact discipline advocates fact judgment, not value judgment, but emphasizes the important role of education in social practice. The normative discipline theory emphasizes the application of sociological knowledge in social education practice and the value judgment of current educational behavior. In fact, we can also see that the reason why these two conclusions appear here comes from a kind of thinking and questioning about the current educational sociology itself, which is also an unavoidable problem and a problem that we must solve.
Conclusion: Both normative discipline theory and factual discipline theory are thinking about the current educational sociology, so which judgment is correct? In fact, there is no definite standard for these two answers, because this is only a query to the sociology of education itself and a rational theoretical analysis. In view of this phenomenon, two conclusions are put forward for study.