范少杰

“在衢州，我有了很多新的人生體驗(yàn)，感受到了祖國(guó)豐厚的傳統(tǒng)文化?！毕愀弁瑢W(xué)陳曉嵐這樣說(shuō)。

應(yīng)衢州海外聯(lián)誼會(huì)和衢州二中的邀請(qǐng)，2017年8月25日，香港順德聯(lián)誼總會(huì)李兆基中學(xué)交流訪問(wèn)團(tuán)來(lái)到浙江衢州，開(kāi)展了5天的訪問(wèn)交流活動(dòng)。8月27日晚，衢州二中與香港李兆基中學(xué)正式簽約，締結(jié)為友好學(xué)校。

學(xué)習(xí)：在交流中加深友誼

衢州水亭門(mén)街區(qū)，江山廿八都古鎮(zhèn)、清漾毛氏文化村……訪問(wèn)團(tuán)一行在參觀中感受到了衢州的風(fēng)土人情。來(lái)訪的15名香港同學(xué)分頭住進(jìn)衢州二中及衢州華茂高中的同學(xué)的家中，體驗(yàn)生活。香港同學(xué)和住家同學(xué)一起參加升國(guó)旗儀式、進(jìn)行辯論友誼賽、舉行籃球友誼賽、開(kāi)展學(xué)生社團(tuán)交流。香港同學(xué)對(duì)內(nèi)地學(xué)生的生活表露出了濃厚的興趣。

“你們的升學(xué)考是怎樣的？”“你平時(shí)要上哪些課程？”“你們有哪些社團(tuán)？”“你有什么興趣愛(ài)好？”香港同學(xué)麥耀祖和接待他的住家同學(xué)徐博也一見(jiàn)如故。兩個(gè)同樣喜歡交流的男生，在交談中發(fā)現(xiàn)彼此興趣愛(ài)好相近，都喜歡打籃球、看電影，甚至喜歡玩同一款游戲。為了多點(diǎn)時(shí)間交流，麥耀祖放棄了徐博也一家為他安排的觀光計(jì)劃，選擇留在家里和徐博也聊天。

讓麥耀祖覺(jué)得獲益良多的不僅是了解了衢州的文化和風(fēng)俗，更重要的是結(jié)識(shí)了一個(gè)好朋友。他希望以后能和徐博也通過(guò)網(wǎng)絡(luò)保持聯(lián)絡(luò)。

在交流中，衢州二中了解到李兆基中學(xué)將學(xué)生分為4個(gè)社團(tuán)開(kāi)展各項(xiàng)比賽，并以社團(tuán)積分和比賽表現(xiàn)的方式給學(xué)生賦分，以培養(yǎng)學(xué)生的綜合能力，“感覺(jué)這樣的社團(tuán)機(jī)制很有意思，有競(jìng)爭(zhēng)，也很鍛煉人的能力！”

衢州二中送教科書(shū)給香港同學(xué)作為禮物，希望他們多了解內(nèi)地學(xué)生的課堂教學(xué)內(nèi)容，加深彼此的了解和文化認(rèn)同。

“同氣連枝，浙港同心”“香港與內(nèi)地的師生要像石榴籽一樣緊緊相擁”……在簽約成為友好學(xué)校當(dāng)天，兩校師生共同在衢州二中校園種下了一棵石榴樹(shù)作為友誼樹(shù)。香港李兆基中學(xué)校長(zhǎng)鄧卓莊特地帶來(lái)了香港的泥土和水，把它們?nèi)鲈诹擞颜x樹(shù)的根上。在香江、衢江兩江水土相互交融之時(shí)，兩地青年寫(xiě)下心愿卡，放入“時(shí)間膠囊”……美好的畫(huà)面被定格，等待約定的未來(lái)。

鄧校長(zhǎng)表示，“都說(shuō)‘一方水土養(yǎng)一方人，我希望兩方水土能培育出博采眾長(zhǎng)的人才，希望兩校能夠加強(qiáng)交流，增加香港學(xué)生對(duì)祖國(guó)文化的了解和認(rèn)識(shí)，增強(qiáng)對(duì)祖國(guó)的認(rèn)同感?！?/p>

心愿：共同傳承傳統(tǒng)文化

訪問(wèn)活動(dòng)中，兩校學(xué)生開(kāi)展了一場(chǎng)辯論賽，辯題為“西方文化傳入，對(duì)中國(guó)傳統(tǒng)文化的發(fā)展弊大于利，還是利大于弊？”

為了這場(chǎng)辯論賽，香港同學(xué)葉祉庭查閱了大量資料，還早早地和衢州同學(xué)吳欣睿探討起內(nèi)地和香港的辯論賽賽制的不同。

“感覺(jué)內(nèi)地的學(xué)生提問(wèn)很犀利，很厲害呢！”葉祉庭有點(diǎn)遺憾地說(shuō)，“我們?cè)谙愀坜q論時(shí)都用粵語(yǔ)，所以有點(diǎn)不適應(yīng)，沒(méi)有完全發(fā)揮好。

負(fù)責(zé)點(diǎn)評(píng)的衢州二中老師汪嘯波說(shuō)，兩地孩子在辯論中提到的一些理念，顯示了他們對(duì)于傳統(tǒng)文化和西方文化都有較為深入的學(xué)習(xí)。

汪老師在暑期剛參加了香港中文大學(xué)舉辦的中華傳統(tǒng)文化研修班，親身感受到在較早、較直接受到西方文化影響的香港，教育同行們?yōu)榱藞?jiān)守中國(guó)傳統(tǒng)文化付出的艱辛努力：他們把中國(guó)傳統(tǒng)文化細(xì)分為24個(gè)專題，并堅(jiān)持用1港元1節(jié)課的公益課方式授課傳播。

這讓汪老師非常感佩，“相通的文化基因把香港和內(nèi)地緊緊相連，希望結(jié)為友好學(xué)校后，兩校學(xué)生能有更多機(jī)會(huì)一起學(xué)習(xí)傳統(tǒng)文化，增加文化認(rèn)同?！?/p>

衢州二中為來(lái)訪的香港師生安排了拜謁孔氏南宗家廟、學(xué)習(xí)太極拳的活動(dòng)。參與本次接待的15個(gè)住家家庭也各為香港同學(xué)安排了練習(xí)書(shū)法、走訪中國(guó)儒學(xué)館、衢州博物館等有中國(guó)傳統(tǒng)文化內(nèi)涵的體驗(yàn)。

香港同學(xué)田佩柔在衢州同學(xué)趙千影的陪同下，來(lái)到浙江省非物質(zhì)文化遺產(chǎn)生產(chǎn)性保護(hù)基地，體驗(yàn)衢州白瓷制作。在浙江省工藝美術(shù)大師徐文奎的指導(dǎo)下，田佩柔自己動(dòng)手拉坯做成了一個(gè)碗，這讓她非常有成就感。由于燒制完成約需十天時(shí)間，趙千影表示一定將成品寄往香港，給田佩柔作永遠(yuǎn)的紀(jì)念。

友誼、學(xué)習(xí)、傳承、交流，這些詞語(yǔ)在短短幾天時(shí)間內(nèi)一再被兩地師生和參與接待的家庭所提起。8月29日下午，滿載衢州二中師生的情誼和對(duì)衢州的美好記憶，香港李兆基中學(xué)交流訪問(wèn)團(tuán)踏上歸程。

（本文攝影：劉惠震）

Schools in Quzhou and Hong Kong Join Hands in Exchange Programs

By Fan Shaojie

At the invitation of Quzhou Overseas Friendship Society and Quzhou Number 2 Middle School， a delegation of Lee Shau-Kee Middle School of Hong Kong arrived in Quzhou in southwestern Zhejiang on August 25， 2017 for a five-day visit of exchanges and cooperation. On the evening of August 27， an agreement of operating as sister schools was signed between Quzhou Number 2 Middle School and Lee Shau-Kee Middle School in Hong Kong.endprint

The group from Hong Kong had 15 students. For them， the visit to Quzhou was an opportunity to learn about Quzhou. They stayed at homes of students of Quzhou Number 2 Middle School and Huamao High School. They visited tourist attractions and historical sites around Quzhou including Confucius Temple and Residence， the Confucius School， and Quzhou Museum. With their fellow students in Xuzhou， they also attended a flag-raising ceremony， held a debate competition， played a basketball match， and compared notes on student organizations.

Students from Hong Kong were curious about the school life on the mainland. The events broadened their perspectives on things that interested them. In the debate competition， students from two schools exchanged their opinions on the positive and negative impacts of the western culture on Chinese culture. Ye Zhiting from Lee Shau-Kee Middle School made thorough preparations and discussed with Wu Yinrui of the Quzhou Number 2 Middle School about the differences of the debate systems in both Hong Kong and the mainland. He thought the HK team underperformed at the debate. “The students from the mainland raised sharp questions. They are good，“ regretted Ye. “In Hong Kong we debate in Cantonese. Thats why we were not able to do our best here.”

Wang Xiaobo， a teacher of Quzhou Number 2 Middle School who served as a commentator at the debate， remarked that the way the students from the two schools debated indicated that they had relatively adequate knowledge of the traditional Chinese culture and the western culture.

Wang had just finished attending an advanced summer course in traditional Chinese culture on at the Chinese University of Hong Kong. He was deeply impressed by what his colleagues did in Hong Kong in disseminating Chinese culture. They offered 24 lectures on Chinese tradition and symbolically charged only 1 Hong Kong dollar for each lecture. “The mainland and Hong Kong are culturally interwoven，” pointed out Wang. “Hopefully， students of the two schools can have better opportunities to learn more about Chinese culture and further promote cultural identification after the two schools became sister schools.”

On August 27， the students and teachers of the two schools planted a pomegranate tree on the campus to mark the signing of the agreement for sister schools. The schoolmaster of Lee Shau-Kee Middle School of Hong Kong put the soil and the water that he had brought over from Hong Kong to the root part of the tree. “I hope the two schools can promote exchanges and students at our school can learn more about the culture of the motherland and identify intimately with the motherland，” said the schoolmaster.

The students and teachers from Lee Shau-Kee Middle School of Hong Kong left for Hong Kong on the afternoon of August 29， carrying back the memory about Quzhou and expectations for more exchange programs in future.endprint