There are two orientations in the research for sociology of education: the micro paradigm and the macro paradigm. The former pays more attention to action, mostly represented by symbolic interactionism and ethnomethodology, emphasizing the study of micro-behavior in education. The latter pays more attention to structure, mostly represented by functionalism, neo-Marxism, structuralism and post-structuralism, and advocates a holistic explanation of the structure and function of education. However, when adopting the two paradigms, many researches either pay too much attention to the micro details or over emphasize the decisive power of the overall structure, thus failing to really integrate the micro and macro paradigms, let alone complete theoretical construction. Charles Wright Mills' "sociological imagination" is not only a kind of mental quality, but also a kind of research method. It emphasizes the idea of shuttling between different levels of macro theory and micro empirical materials, which provides a possible path for the integration of the macro and micro paradigms in research for sociology of education, and therefore has important methodological significance.