"Hundred Years of Agitation" clearly combs the development of global educational ideas throughout the 20th century, which has very important enlightenment for primary and secondary school teachers to change their educational ideas. "Change first, then change", and the educational concept changes first, so as to ensure the follow-up of advanced educational behavior. Chen Jianhua's "Hundred Years of Agitation" is a masterpiece in the field of contemporary educational theory in China. The author is Lu Youquan, a famous educator, a tenured professor of East China Normal University and director of the professional committee of educational philosophy of China Education Society. This book combs the development process of world education in the 20th century, and vividly summarizes the characteristics of this development process as "agitation". The so-called "agitation" here includes not only the changes of educational thoughts and ideological trends in the whole 20th century, but also the changes of educational system and forms of educational activities. The most prominent feature of this book is to systematically sort out various theories in the development of education in the East and the West, and sort out a thread and trend of educational reform and development in the 20th century. It also combs the thinking and system of global education development in the 20th century and makes a pertinent evaluation. Professor Huang Ji, a famous educator in China, commented that the book was "a comprehensive analysis and summary of the development of modern Chinese and western education". Understanding the development of education in a broad field of vision I believe that the discussion of education can not be confined to the interior of education, but should be examined in a broad field of vision. Based on this, this book makes an in-depth study of the education reform in the 20th century from both vertical and horizontal directions with the background of political, economic, scientific and cultural development in a global perspective. In the vertical direction, the development process is divided into three stages, taking the worldwide education reform as a clue. Horizontally, the characteristics of the development of educational thought are summarized as four "changes", which are divided into three stages: the first stage begins at the end of 19 and the beginning of the 20 th century and ends at 1945. The main characteristics of this stage are bourgeois democratic education reform and other forms of education reform after the fission of capitalist system. Before the October Revolution in Russia, the democratic education reform represented by the new education in Europe and the progressive education in the United States formed a wave, and most countries, including China, were influenced by this trend of thought. The October socialist revolution in Russia split capitalism, established the proletarian education system and carried out the communist education reform. The fission of capitalism is also manifested in the rise of fascist countries such as Germany, Japan and Italy, and the nationalist education reform serving fascist politics has been carried out in education. The second stage is from the end of World War II to the end of 1970s. World War II destroyed the social system of fascism, and two camps, socialism led by the Soviet Union and capitalism led by the United States, emerged, and the two camps were in a state of serious confrontation. This "double-peak confrontation" profoundly affected post-war education. The main trend of education reform at this stage is the great development of education and the pursuit of high-quality scientific knowledge education. The reform mainly focuses on the curriculum and teaching methods. Taking the United States and the Soviet Union as an example, besides political, military and economic factors, the driving force of the reform is mainly the influence of the new scientific and technological revolution and Soviet satellites. The third stage is from the 1980s to the present. This stage is characterized by the educational reforms carried out by the United States, the Soviet Union, Japan and other countries in the late 1980s under the background of the multi-polar political structure and the new technological revolution in the world. Since 1970s, some countries began to brew educational reform, but the third climax of educational reform was postponed to 1980s due to the economic crisis of industrialized countries in 1970s. This reform has three characteristics: first, it embodies the theme of peace and development; Second, the reform is holistic; Third, the focus of reform in different countries is different, which is related to the political structure of the multipolar world. Horizontally, according to the development of educational thought, the author extracts several important aspects, such as educational thought, lifelong education theory and practice, and China education, for detailed analysis. The analysis of the development of global education thought in the 20th century is mainly based on the struggle between humanism education thought and scientism education thought. The author summarizes it as four "changes", namely, politicization, democratization, lifelong and internationalization of education. The so-called politicization of education, that is, meeting the political, military and economic needs in the process of educational development in the 20th century, has become the goal pursued by educational development and reform in different periods in various countries, and the individualized development of children has become the price, which has almost become an extravagant hope. Democratization of education is also an important trend of education development in the whole 20th century. It is the product of the global scientific and democratic trend of thought in the 20th century, and its main meaning is equal educational opportunities and participation in educational management. The so-called lifelong education means that in the course of educational development in the 20th century, all countries in the world generally attach importance to and advocate lifelong education and lifelong learning, and lifelong education has become an important global educational trend and the basic principle of educational reform. The so-called internationalization of education means that the educational reform in any country is not an isolated phenomenon, the influence of international organizations on education is increasing day by day, and the international cooperation and exchange of education is increasing day by day. While the internationalization of education is intensifying, there is also a complementary development trend, that is, the strengthening of the localization trend of education. As a masterpiece in the field of China's educational theory, Hundred Years of Agitation has brought many inspirations to primary and secondary school teachers. First of all, we should study hard and change the concept of education. "Hundred Years of Agitation" clearly combs the development of global educational philosophy in the 20th century, especially discusses the views of many schools of educational philosophy on some basic educational concepts, which has very important enlightenment for primary and secondary school teachers to change their educational concepts. "Change first, then change", and the educational concept changes first, so as to ensure the follow-up of advanced educational behavior. Secondly, we should clearly analyze and understand the basic characteristics and functional orientation of education. Primary and secondary school teachers engaged in education often place high expectations and ideal positioning on education. However, through the colorful educational reform process in the 20th century, education, as an important aspect of social progress and reform, is also making corresponding adjustments and adaptations in the face of rapidly changing society. Education is always in the tension of promoting social development and human development. The development of education in the 20th century shows that adapting to the needs of social development is the mainstream of education reform. Although ellen key, a Swedish educator, thinks that the 20th century is a century for children, the author of this book concludes that the 20th century is not a century for children. The author believes that although education in the 20th century has made great contributions to political, military and economic services, this contribution is at the expense of children's all-round development. The author hopes to further consider and even reconcile the relationship between man and society and between man and nature with the concept of sustainable development. This understanding has important enlightenment for primary and secondary school teachers to think clearly about the essence of education and what qualities the people trained by education have. Third, we should grasp the relationship between internationalization and localization of education. Internationalization of education has become the dominant idea of contemporary primary and secondary education reform, but primary and secondary school teachers should also realize that while introducing and learning advanced western education models and experiences, they should actively grasp the historical and cultural traditions of China education, pursue their own individuality and characteristics in the process of education and teaching reform, and grasp the localization of education to make education more advanced and adaptable. (The author is a professor at the School of Education, Shanghai Normal University) A Hundred Years of Agitation by Lu Youquan Peking University Publishing House.