History of Modern Chinese Literature (1917-2000)

Author: Zhu Donglin, Zhu Xiaojin, Long Quanming
Publisher:
Publish Date: 2007-01-01
Features: Modern Chinese Literature, which was formed in the long and complex process of Chinese literature continuously achieving modernity in the 20th century. In this process, various cultural, political, global, local, realistic, and historical forces beyond the ontology of literature have all influenced its modernization. This book traces the changes in literary concepts, based on extensive historical materials, to provide an in-depth and clearly structured analysis of the development of Chinese literature over more than half a century. It is a new literary history work with modern significance and distinctive features. The editors of this book believe that literary history is the practice and representation of the continuous discovery of humanity at three levels: the subject of creation, the object of creation (literary images), and the subject of reception (reading and criticism). The history of modern Chinese literature is composed of, enriched by, and developed through the way literature practices and represents this evolving concept of "humanity." The development of Chinese literature in the 20th century has always been marked by the dialogue, exchange, confrontation, collision, and integration of two or more "human" concepts and voices. At the 2004 annual meeting of the Teaching Guidance Committee of Chinese Language Disciplines of the Ministry of Education (Lijiang), an expert evaluation team led by Liu Zhongshu, Zhu Liyuan, Wu Xiuming, Zhang Fugui, and Hao Changhai provided feedback on the manuscript: "《1917-2000》 traces the changes in literary concepts, based on extensive historical materials, to provide an in-depth and clearly structured analysis of the development of Chinese literature over a century, making it a new literary history work with modern significance and distinctive features." The evaluation experts also raised some suggestions for revisions and adjustments. In response, the chief editor made further modifications to the manuscript. The main principles of the revisions were to shorten the length, adjust chapters, refine and coordinate viewpoints, deepen analyses, and verify materials, making it more suitable for undergraduate teaching.