Abstract��In 1917��the Renaissance Generation, led by Hu Shi, climbed up to the center stage of the education field in modern China. Through making use of his western culture knowledge in a wise way, and seeking for supports from existed important cultural and educational forces, Hu Shi and his partners not only carved out a so called scientific way of culture reconstruction in the center education field dominated by Zhang Taiyan School, but also became the widely acknowledged founder of many new curriculum paradigms. Even at the lowest level of the education system, one could see there were teachers, such as Qian Mu, who were grasped by the cultural and educational agendas issued by Hu Shi. The rural primary school teacher like Qian Mu, however, eventually broke away from the modern culture world shaped by Hu Shi, and found an alternative way with his own classical culture studies. It was the reformer, dedicating to finding alternative way represented by Qian Mu, who made the culture reconstruction and curriculum reform in modern China's education history rich and colorful. But when the September 18 Incident broke out in 1931, no matter who, Qian Mu or the powerful Hu Shi, had to turn towards the greatest political courses of Anti-Japanese and national independence. From that year, the Renaissance Generation witnessed their withdrawing from the center stage in the modern China's education history.
Zhou Yong. ulture Reconstruction and Curriculum Reform of the Renaissance Generation: A Narrative Research on Hu Shi and Qian Mu[J]. journal1, 2014, 17(1): 1-59.
2014, Vol. 17 
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