After enjoying a thriving period characterized by the emergence of structural functionalism, conflict theory and interaction theory,sociology of education seems to have reached a plateau where it is difficult to make some theoretical breakthroughs. But some scholars,following the trend of the times,have adjusted their research strategies,directed their attention to different branches of sociology according to their own estimations of their development potentials,and accordingly identified various trends in the future development of educational sociology. Among them,the following three are worthy of note:educational sociology follows the route of“from modern to postmodern to globalization”;edu-cation social theory will flourish;new institutionalism will be dominant in the sociology of education. Given the selective acceptance and application of different new theoretical resources,it is inevitable that the development of educational sociology will be influenced by the feasibility of the selected theo-retical basis and in particular by the factors like the similarity in social development between the East and the West,the qualification and the technological devices obtained by the researchers,and the de-velopment level of related disciplines.%在产生功能论、冲突论和互动论三大理论之后，教育社会学理论似乎进入了一个积累的高原期，难见突破性的理论进展。但也有一些学者根据对时代发展的趋势、社会学大师们研究策略的转变、以及社会学分支学科发展潜力的不同选择性关注和估计，就教育社会学发展的未来趋势作出了相异的判定，主要有三种主张：教育社会学的“现代化-后现代化-全球化”趋势、“教育社会理论”趋势、“新制度主义教育社会学”趋势。鉴于对不同新理论资源的选择性支持和运用，必然带来的后果是教育社会学理论发展受制于所选理论基础实现的可能性，如中西社会发展趋势的相似度，研究人员的研究能力与技术条件以及相应分支学科理论的发展水平。
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