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Quick Search     Advanced Search   2014 Vol.17 Issue.1 Published 2014-12-01 1 ulture Reconstruction and Curriculum Reform of the Renaissance Generation: A Narrative Research on Hu Shi and Qian Mu Zhou Yong 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. 2014 Vol. 17 (1): 1-59 [Abstract] ( 1513 ) [HTML KB] [ PDF 11925KB] ( 371 ) 60 Investigation and Study in Combination of Primary School from DC Autonomous Township under the Urbanization Background Wu Ping In the past two decades, the combination of rural schools has been the focus of scholars who pay attention to the equality and balance between rural and urban schools. This study, using ethnography method, makes the educational life changes of the pupils in DC town as narrative "foreground", and makes "combination" and "urbanization" as the theoretical "background". It presents the real action and voice of the students and schools from the deep narration. Research finding as follows: It obviously shows that students are willing to blend in modernization, but for rural students, the process of accepting basic education is not equal to modernization process. Their modernization needs more consciously structured, systematic practice. The combination supplies a way. The development gap between towns and villages of many undeveloped areas leads to the rationality of combination. The gap causes the combination not only a transition of education space, but also a transition of educational life practice for the countryside student to come to the urbanized and modernized place. Rural schools and teachers should pay more attention to students’ inner modernization need. 2014 Vol. 17 (1): 60-100 [Abstract] ( 1601 ) [HTML KB] [ PDF 7950KB] ( 336 ) 101 Another "Tradition" of Rural Education Ideas: Ethnographic Study in Subei M Village Tang Meijuan Rural education researchers have been focusing on intellectual, seeking the tradition of educational ideas from the Confucian classics, and to act as a starting point for modernization of educational ideas. Therefore, the underlying rural people perspective was overshadowed by elite education tradition. Based on the Ethnography study of Subei M village, the paper found that "land" as the center of local life to shape the village people "pragmatic examination" tradition. It led with them on education of awareness, in this tradition of educational ideas, education as culture embellishment, "artisan" than "scholar" more meet thinking logic of "pragmatic examination"; education became tool of "take care of children" and "literacy"; role of "literacy" only is "bookkeeping" and "accounts", which constituted another "tradition" in village educational ideas. 2014 Vol. 17 (1): 101-149 [Abstract] ( 1609 ) [HTML KB] [ PDF 8961KB] ( 355 ) 150 Female Academic Returnees’ Professional Development in Shanghai Research Universities Wang Shan，Li Mei Targeting at female returnees in Shanghai research universities, this paper adopts qualitative method to explore the experiences of female academic returnees. Based on interviews with 10 female returnees, this study describes the female returnees’ academic career from their teaching identity, collaboration with researchers home and abroad, administrative management and working environment, and analyses how the experiences of overseas education and working, and how the female role have affected their academic career development. 2014 Vol. 17 (1): 150-195 [Abstract] ( 1683 ) [HTML KB] [ PDF 8411KB] ( 369 ) 196 Formation of Teaching Personality: Life Story of a Primary Teacher Zhang Haiyang Taking one elementary school language teacher as research object, into her teaching world, concern her real life experience, find the real state of her teaching personality, through narrative inquiry with deep description and meaning interpretation, and interpreting forming path of teaching personality in life history perspective, which rendering and refined teacher’s teaching personality, and providing reference for more school teachers. 2014 Vol. 17 (1): 196-259 [Abstract] ( 1616 ) [HTML KB] [ PDF 12647KB] ( 311 )

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