英国哈罗Dr. Keshavarz 专访：从伦敦到海口，一场跨越时空的阅读文化之旅

从伦敦哈罗公学到海口哈罗，跨越山海，一脉相承。

继英国哈罗公学校长Alastair Land、前舍监Andrew McGregor相继到访后，哈罗海口再一次迎来了来自伦敦的第三位访客。

▲2025年哈罗公学校长到访哈罗海口

近日，英国哈罗公学英语部副主任Dr. Keshavarz到访哈罗海口，与我校学生展开了一场真诚而深入的对话。

本次专访由哈罗海口学子Gavin Wang（Y12）与Savannah Wang（Y10） 主导提问，围绕英语学习、文学阅读、校园文化、院舍制度以及两校精神传承等话题展开交流。

在这场跨越时空的思想碰撞中，我们不仅看见哈罗454年教育底蕴的延续，更听见少年们对知识、阅读与成长的真切探寻。

01

Dr. K：这项计划是我们在2025年9月才开始的，我们和学校老师、图书管理员沟通后，收集了他们推荐的哈罗学子在校值得阅读的书目，整理出百本书单，希望学生毕业前能有人读完，尤其期待刚入学的Year 9新生能完成这一目标。学生读完一本书后，会和推荐该书的老师谈话，老师再为其打卡认证。

这个过程不仅能让师生展开愉快的书籍探讨，即便学生并非老师所教，这样的交谈也能让老师感受到暖心，更能让全校师生凝聚成紧密的阅读共同体。

02

Dr. K：首先我认为“AR阅读计划”本身就是一个非常出色的项目。它能提供极佳的数据追踪，有效监测学生的阅读进展，海口哈罗的落地效果也非常好。两个计划的核心共通点是都推崇、珍视阅读，且都激发了青少年的好胜心。

因此，无论是通过“AR百万富翁计划”还是“哈罗伦敦百本阅读挑战”，当我们作为学校和教育者去庆祝这些实实在在的成就时，我们是在向学生展示：我们在重视你们的阅读成果。让学生知道阅读里程碑是求学路上的重要阶梯。

对阅读文化的推崇，是这两个计划的核心交汇点。二者最终都是在营造浓厚的阅读文化，最终也会为积极参与阅读的学生带来非常积极的影响。

03

Dr. K：我和学生们讨论过对我个人意义重大的书籍，比如我在博士研究阶段涉及的《金银岛》，它情节刺激、充满冒险精神，而且语言通俗易懂，非常适合不同阅读水平的青少年。

同时我还欣喜地发现，Richard Osman的 “谋杀俱乐部” 系列悬疑小说在该校很受欢迎，这套书在哈罗伦敦也很受欢迎；看到两地的学生有相似的阅读兴趣，这让我很开心。

另外，我还和学生聊过雷蒙·斯尼奇的《波特莱尔大冒险》系列，我年少时读这套书学到的一些特定词汇，比如 “standoffish”（冷淡的）和 “ostentatious”（浮夸的）至今记忆犹新。如今看到它仍受青少年喜爱，感觉很欣慰。

04

Dr. K：这个问题问得好。最让我印象深刻的是，我旁听了一堂Year 6的课，他们正在读路易斯·萨奇尔的《洞》。这本书我在英国上学时也读过，但直到Year 8才接触。看到这里六年级的学生提前两年阅读这本书，并且能深刻理解，还能与我非常清晰地交流他们的理解，这让我非常惊讶。

在更高年级，比如七年级、八年级和九年级，我旁听了一些莎士比亚的课程。众所周知，莎士比亚的作品对任何人来说都不容易读。但看到这里的学生们能迎难而上，理解并驾驭莎士比亚的作品，这再次让我对他们阅读文化的深度、课程的雄心以及学生们的理解水平感到由衷敬佩。

05

Dr. K：我前面可能也提到了一些。我确实没想到会在六年级课堂上看到学生们在读《洞》。我还旁听过一堂五年级的课，孩子们的阅读流利度和词汇量之高，说实话，远远超出了我的预期。

我读过一篇七年级学生在考试条件下创作的短篇小说，其水平之高，如果放在（英国）GCSE（普通中等教育证书）考试中，也绝对是非常出色的。而他们提前了四年就达到了这样的水准。这样的例子不胜枚举。我认为这很大程度上归功于教学的高远志向。教学内容的设定、老师们对学生的期望、对学生语言习得的要求，以及学生们能迅速而有效地迎接这些挑战，这一切都让我在访问期间深感欣喜。

06

Dr. K：当然有，House Unison充满了浓郁的哈罗气息。我度过了一段非常愉快的时光。作为观众，我深切感受到了哈罗核心价值观是如何淋漓尽致地展现出来的。

想想一个人需要多大的勇气才能站上舞台。同时，在这样一个项目中，需要团队合作和谦逊的精神，理解有时候你需要在幕后工作、默默奉献，并不是每一个人都可以站在中心，更不用说代表学院参赛的那份荣誉感了。哈罗的四大核心价值观——勇气、荣誉、谦和、互助 ——在舞台上得到了充分的体现。我看到了许多精彩的个人才艺，美妙的歌声和出色的舞蹈。

但更让我印象深刻的是那些可能并不那么享受站在舞台上的学生，他们依然选择这样做，是因为他们明白，在那个时刻，代表学院、帮助同学，比他们个人的不安和顾虑更加重要。这需要巨大的勇气，对我来说也绝非易事。

这确实是一场原汁原味的哈罗活动，就像我们在伦敦哈罗看到的一样，我能清晰感受到哈罗精神在海口的传承。

07

Dr. K：我只有几天时间来收集这些明信片。但这恰恰证明了哈罗伦敦的学生们对哈罗海口校园的兴趣，以及他们希望与这里的学生建立联系的热情。仅仅两天，我就收到了三十张明信片，都是学生们特意放到我信箱里的。

比如哈罗伦敦的里昂学院的学生主席，特意给海口哈罗同名的里昂学院写了信，期待了解两所学院的异同；还有一张明信片来自一个姓“丘吉尔”的学生，他是温斯顿·丘吉尔的远亲，这也代表了哈罗的传统。

更温暖的是，学生们都非常渴望了解你们这里的生活。甚至哈罗伦敦有一个男孩在哈罗海口有位朋友（Year 9），我得以亲自把他的明信片转交给他的朋友，这真是一个关于友谊和两校联结的特别时刻。

*明信片展示

08

Dr. K：哈罗伦敦的院舍制和海口哈罗一脉相承，核心都是以院舍为单位开展体育、音乐、歌唱等各类比赛，只是哈罗伦敦是纯寄宿男校，每个孩子都有专属的寄宿学院宿舍楼，这一点略有不同。

要说一些更有趣和不同的地方，那就是哈罗伦敦的每个院舍都有其独特的文化氛围。通常，一个院舍会特别擅长某项活动。举个例子，有一个叫“Druries”的院舍，它的学院长本人就是一位非常有成就的运动员，板球和橄榄球水平很高。因此，很多擅长或对这两项运动感兴趣的学生会倾向于选择这个院舍，因为他们把院舍长视为榜样。另一个叫“The Grove”的学院，它的前任院舍长是一位非常出色的钢琴家和音乐家，所以那个院舍常常会聚集许多有音乐才华的学生。

我觉得这是院舍制一个非常棒的地方——院舍长能够以自身的特点塑造院舍文化，而学生们也能在其中找到强烈的归属感。

09

Dr. K：我在这里度过了非常美好的时光，海口哈罗是一所极美的现代化校园，开阔的教室、宜人的气候都让我感觉很舒适。

最让我印象深刻的是学校的教学水平，老师们对学生有着很高的期待，全校上下为提升教学质量、培养学生学业能力所做的严谨努力，在我旁听的每一堂课中都能感受到。这里的学生热情友好，他们展现出的能力和成长速度远超我的预期，低龄学生就能取得出色的学业成绩，这印证了哈罗办学理念的魅力。孩子们从小入学，能清晰看到自己从小学到初高中的成长路径，见证自身的飞速进步，这非常难得。

总的来说，我对这里的教学水平、老师们为学生设定的远大志向，以及他们为提高学术标准和成绩所做的严谨努力，都感到无比敬佩。

10

Dr.K：我在海口哈罗度过了一段无比美好的时光，非常希望能再次来访，也热烈欢迎海口哈罗的各位同学，有机会到哈罗伦敦做客。

▲联合授课和家长讲座

此外，Dr.K 还为 A Level 阶段的学生提供面试指导、开展家长讲座，并走进小学部与我校教师联合授课，为哈罗海口带来原汁原味的哈罗课堂体验、前沿的英语教学理念与深厚的文学熏陶，进一步拉近了两校距离，让哈罗的教育精神与人文底蕴在海口校园熠熠生辉。

From London to Haikou: A Timeless Journey of Harrow Reading and Culture

Spanning mountains and seas, the heritage of Harrow remains consistent from Harrow School London to Harrow Haikou.

Following the visits of Mr. Alastair Land, Headmaster of Harrow School London, and Mr. Andrew McGregor, former Housemaster, Harrow Haikou welcomed its third distinguished guest from Harrow on the hill.

▲Headmaster of Harrow School UK Visits Harrow Haikou (2025)

Recently, Dr. Keshavarz, Deputy Head of English at Harrow School London, visited Harrow Haikou and held sincere and in-depth conversations with our students.

This exclusive interview was conducted by Gavin Wang (Year 12) and Savannah Wang (Year 10), students from Harrow Haikou. The discussion covered English learning, literature, campus culture, the House system, and the inheritance of values between the two schools. In this cross-regional exchange of ideas, we saw not only the continuation of Harrow’s 454-year educational legacy but also the sincere exploration of knowledge, reading and growth by young learners.

01

The programme was launched in September 2025. I spoke with many teachers, and we gathered book recommendations from faculty members and our librarians about books they felt students would benefit from reading. We then compiled a list of 100 such books. We hope some students can finish all 100 books before graduation, especially new Year 9 students. After reading a book, students discuss it with the teacher who recommended it, and the teacher then signs off to confirm completion.

This process encourages enjoyable academic dialogue between teachers and students. Even if the teacher does not teach the student, the conversation is heartwarming. and it builds that center of a whole school reading community amongst staff and the boys at school.

02

First, I believe the Accelerated Reader (AR) programme itself is an excellent project. It provides outstanding data tracking to effectively monitor students’ reading progress, and it has been successfully implemented at Harrow Haikou. I think what both of those schemes do is champion reading and show reverence for reading, while motivating young people’ natural sense of competition.

By celebrating these tangible achievements – whether through the AR Reading Millionaire or the Harrow London 100-Book Challenge – we show students that we value their reading accomplishments. We help them understand that reading milestones are important stepping stones in their academic journey.

Promoting a strong reading culture is the shared core of both initiatives. Ultimately, they foster a vibrant reading culture and bring highly positive outcomes for students who engage actively.

03

I talked with students about books deeply meaningful to me. So my PhD was on many books, but one of the books I looked at was Treasure Island. It is thrilling, adventurous, and accessible to teenagers of all reading abilities.

I was also delighted to see that the Richard Osman’s Murder Club mystery series is popular here – just as it is at Harrow London. It was wonderful to see shared reading interests between students in both locations.

I also discussed Lemony Snicket’s A Series of Unfortunate Events. When I was a teenager, I learned words like standoffish and ostentatious from these books, and I still remember them today. It's been lovely to see that those books are still popular.

04

Dr. K：

Great question. I think one thing that has stood out the most, was observing a Year 6 class reading Holes by Louis Sachar. I studied this book in England, but not until Year 8. It was astonishing to see students here reading it two years ahead, understanding it deeply, and discussing their comprehension articulately.

In higher year groups – Year 7, 8 and 9 – I observed Shakespeare lessons. Shakespeare is challenging for any reader, yet students here engage bravely, analyse and understand his works. This reflects the depth of the reading culture, the ambition of the curriculum, and the high level of students’ understanding.

05

Dr. K：

I think I probably touched on some of that there. I certainly did not expect Year 6 students to be reading Holes. I also observed a Year 5 class where students’ reading fluency and vocabulary were far higher than I anticipated.

I read a short story written under exam conditions by a Year 7 student. Its quality would have achieved an outstanding mark at GCSE level in the UK – and they reached this standard four years early. There are many such examples.

Much credit goes to the high ambition of teaching. The curriculum design, teachers’ high expectations, language acquisition goals, and students’ rapid, effective response to challenges have all been delightful to witness.

06

Dr. K：

The House Unison is an incredibly Harrovians event. I really enjoyed it. As an member and judge, I saw Harrow’s core values fully expressed.

It takes great courage to stand on stage. Teamwork and humility mean understanding that sometimes you must work in the background, not everyone can be centre stage – not to mention the honour of representing their House. Harrow’s values – Courage, Honour, Humility, Fellowship – shone brightly on stage. I saw wonderful individual talent: brilliant singing and fantastic dancing.

But what impressed me more was students who do not enjoy performing still taking part, because they knew representing the House and supporting peers mattered more than personal insecurity. That requires immense courage, and it would not have been easy for me. It was a truly Harrow event, and felt just like something we would see in London. It was a real pleasure to be part of.

07

Dr. K：

I only had a few days to collect the postcards, but it showed how keen Harrow London students are to connect with Harrow Haikou. In just two days, I had 30 postcards left in my pigeonhole.

For example, the Head of Lyon House in London wrote to our Lyon House in Haikou, hoping to learn about similarities and differences, and I know that he's excited to maybe hear back about how the two houses compare. We have a postcard from a boy here whose surname is Churchill, he is at the center of Winston Churchill representing Harrow’s heritage.

Most touchingly, students were eager to learn about life here. One boy in London even has a friend in Year 9 at Harrow Haikou, and I was able to deliver his postcard personally. It was a special moment of friendship and connection between the two schools.

08

The House system at Harrow London and Harrow Haikou share the same spirit. Competitions in sports, music and singing are all House-based. The main difference is that Harrow London is a full-boarding boys’ school, where every student belongs to a boarding house with dedicated accommodation.

A unique and interesting aspect is that each House develops its own culture, often shaped by the House prefect’s strengths. For example, Druries House has a highly accomplished sportsman prefect, strong in rugby and cricket, so the House attracts many talented sportsmen. The Grove – a name we share here – had a previous House prefect who was an outstanding pianist and musician, so that House became known for musical talent.

This is a wonderful strength of the House system: House prefect shape the House culture in their own image, and students develop a strong sense of belonging.

09

I have had a wonderful time here. Harrow Haikou is a beautiful, modern campus with spacious classrooms and pleasant weather. What impressed me most is the quality of teaching: teachers hold high expectations, and the whole school is rigorously committed to raising academic standards and attainment, which I saw in every lesson.

Students are warm and welcoming, and their abilities and progress far exceed my expectations. Younger students already achieve excellent academic results, proving the strength of Harrow’s educational philosophy. Children enter early and clearly see their growth path from Pre-Prep through to Upper School, with remarkable progress.

Overall, I deeply admire the teaching quality, the high ambitions teachers set for students, and the rigorous efforts to raise academic standards.

10

I have had an absolutely fantastic time at Harrow Haikou. I would love to visit again, and I warmly welcome all Harrow Haikou students to visit Harrow London in the future.

▲Co-Teaching & Parent Workshop

In addition, Dr. Keshavarz provided interview guidance for A‑Level students, hosted parent workshops, co-teaching lessons in the Pre-Prep, and brought authentic Harrow classroom experiences, cutting-edge English teaching ideas and rich literary inspiration to Harrow Haikou.

This visit further strengthened the bond between the two schools, allowing Harrow’s educational spirit and humanistic heritage to shine brightly at Harrow Haikou.