为期两周的中国文化周落下帷幕，

这不止是一场开拓眼界之旅，

孩子们出发前都被分派了不同的学术任务，

通过实地采访与调研体验，
最终形成课题项目汇报。

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The two-week Chinese Culture Week

has come to an end.

It was more than an eye-opening trip that

Each of the Harrovians

was given a different academic assignment
before they set off on the trip.

Through field interviews and research experiences, the final project report was formed.

Let's follow 

火带来了光明，也让人类第一次吃到了熟的食物。如果没有火会怎么样？G1的孩子们给出了他们的答案。从生物进化层面而言，没有火人类只能吃生肉，牙齿和腮帮子会越来越大，世界上也不会有瓜子脸和鹅蛋脸，只剩下了“冬瓜脸”；没有火就得不到更高的卡路里，大脑也不会进化；因为火的存在，人类得以有更好的睡眠，才有了让大脑更好储存整理信息的快速眼动睡眠期。

然而从缙云山山火到全球变暖，因火而起也导致了全球一系列的环境问题。就此孩子们还发表了关于清洁能源利用、碳达峰、碳中和的话题讨论，树立起心系全球的使命感与责任感。

从历史人文到生物科学，从学术到公益，以“没有火会怎么样”展开的项目式学习，在孩子们通过沟通协作积极地收集信息、获取知识、探讨结果后，形成了一次基于哈罗“跨学科教学”的精彩成果展示。

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Fire brought light and allowed humans to eat cooked food for the first time. What would happen if there was no fire? The pupils of G1 gave their answer. In terms of biological evolution, without fire, human beings would have to eat raw meat, their teeth and cheeks would get bigger and bigger, and there would be no melon face or goose egg face in the world, only "winter melon face"; without fire, we would not get higher calories, and the brain would not evolve; because of fire, human beings could have better sleep, and the rapid eye movement that allows the brain to store and organise information better would be created. Rapid eye movement sleep for the brain to better store and organise information.

However, from the Jinyun Mountain fire to global warming, caused by fire has also led to a series of global environmental problems. In this regard, the pupils also discussed the use of clean energy, carbon peak, carbon neutral topics, to establish a sense of mission and responsibility for the global community.

From history and humanities to biological sciences, from academics to public welfare, the project-based learning with "What would happen if there was no fire?" formed a wonderful display of results based on Harrow's "Interdisciplinary Teaching" as the children actively collected information, acquired knowledge and explored the results through communication and collaboration.

灯的发展史，是人类文明历史的见证，也是人类克服自然困难的追光史。在中国源远流长的文明中，从灯的明亮到灯的造型，灯的发展和演变经过漫长周期，形成了今天独具特色的灯技术和灯文化。

作为国家非物质文化遗产的自贡灯会久负盛名，浓厚的彩灯文化每年吸引全国与全球的观众到此赏灯。漫步其间，入目万紫千红之光，陶醉在彩灯艺术赋予的独有神韵之中。

在即将亮相的哈罗探游第五期，作为中国文化周特别篇，哈罗学子和老师将前往自贡灯会感受璀璨灯会与非遗传承的魅力。出发前，曾参与自贡国际恐龙灯会策划的阙向东先生，在哈罗为孩子们开启了一次对非遗灯会初认知的讲堂，并为哈罗重庆专属定制了龙年彩灯，让孩子抢先近距离感受传承千年的彩灯魅力！

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The history of the development of lamps is a testimony to the history of human civilisation and the history of mankind's pursuit of light to overcome natural difficulties. In China's long history of civilisation, the development and evolution of lamps has gone through a long cycle from the brightness of lamps to the shape of lamps, forming today's unique lamp technology and lamp culture.

As a national intangible cultural heritage of Zigong Lantern Festival has long been renowned, the rich coloured lantern culture attracts the audience from all over the country and the world to enjoy the lanterns here every year. Strolling around, you can see the light of thousands of colours and revel in the unique charm given by the art of coloured lanterns.

In the upcoming fifth episode of Harrow Exploration, a special part of China Culture Week, Harrovians and teachers will be travelling to the Zigong Lantern Festival to experience the glamour of the lanterns and non-genetic heritage. Prior to the trip, Mr. Que Xiangdong, who was involved in the planning of the Zigong International Dinosaur Lantern Festival, gave a lecture to the students on their initial knowledge of heritage lanterns and customised the Year of the Dragon lanterns exclusively for Harrow Chongqing, so that the students could experience the charm of the thousands of years-old lanterns up close and personal!

秦始皇陵兵马俑有多少兵种？不同兵种该如何辨别？带着以上课题，来自G5的孩子将自己带入到兵马俑的前世今生，探寻一段尘封千年的历史脉络。

“两千年前的秦人已经消失了，他们变成了泥土，成为了支撑我们站立的大地”，一位位秦朝的勇士为保卫国家奋勇杀敌，牺牲后形象被制成陶俑，经过两千年的时光依旧保持着英勇姿态见证着秦朝的辉煌。孩子们透过历史的窗户，找到了那个时代与当下的血脉相连，对中华文化的传承也有了更为深刻的感悟。

立射俑、秦跪射俑、秦高级军师俑，每个孩子用黏土依据每个兵种的特征制作了“Q版”兵马俑，用更具童趣的方式让历史鲜活起来。

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How many types of soldiers are there in the Terracotta Army? How to recognise different types of soldiers? With such topics in mind, students from G5 brought themselves into the past and present of the Terracotta Warriors, exploring a historical lineage that has been sealed for thousands of years.

"The Qin people of two thousand years ago have disappeared, they have turned into clay and become the earth that supports our standing". A warrior of the Qin Dynasty fought bravely for the defense of the country, and his image was made into a terracotta figurine after his sacrifice. After 2,000 years, he still maintains his heroic posture to witness the glory of the Qin Dynasty. Through the window of history, the children found the connection between that era and the present, and gained a deeper understanding of the heritage of Chinese culture.

Standing terracotta warriors, kneeling terracotta warriors, and high-ranking warriors of the Qin Dynasty, each pupil made a "Q" version of the terracotta warriors based on the characteristics of each type of soldier, bringing history to life in a more childlike way.

Under Harrow's bilingual and bicultural education system, we aim to nurture children with a Chinese soul and an international outlook. Not only do we uphold Harrow's centuries-old British educational philosophy, but we also endeavour to instil a sense of Chinese culture inside and outside the class, so that pupils can find out who they are and where they come from, and then move on to the world with the values of the Chinese culture.

"Raising students with an international perspective in order for them to be able to spread their traditional culture to the world with the voice of China."The core value of Harrow's international education is to help students understand different cultures and ways of thinking with an open and tolerant attitude, nourishing themselves with Chinese culture and going out into the world with an international outlook.

Chinese Culture Week is a seed that will take root and grow in the coming years, accompanying the students to the world.