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The disciplinary nature and main research contents of educational sociology
The research content can usually be divided into three levels: one is to study the structural and functional relationship between education system and other social systems (such as education and social structure, social change, social equality, social problems, socialization, etc.). )

Second, regard the school as a social organization, and study the social relations between the school and the community and within the school organization (such as organizational goals, structure, interpersonal relationships, organizational atmosphere, etc.). ); As a relatively independent discipline, it was formed in Europe and America at the end of 1 9. Comte and Durkheim in France, Spencer in Britain, Weber in Germany, Walter and Dewey in the United States are often regarded as early representatives of the formation of disciplines. From the early 20th century to the 1940s, it established its own discipline status mainly in the United States.

The third is to study various sociological problems in the process of education and teaching (such as sociology of educational knowledge, sociology of class, sociology of teaching, etc.). The research methods draw lessons from sociology, anthropology, psychology, economics and other disciplines, which are mainly divided into two categories: empirical research (such as social investigation, social experiment, historical-institutional analysis, cross-cultural research, future prediction, factor analysis, etc. ); Non-empirical research (fact research, participatory observation, hermeneutic methods, etc.). ).