多倫多法國學校華語課程與法國畢業會考—以華語作為LVB/LV3之教材設計與教學

Abstract

多倫多法國學校華語課程成立於2002年2月1日，成立之初屬於課外活動選修課。2008年正式列入第三外語LV3選修課程；2016年與德語、西班牙語並列第二外語LV2/LVB選修課程。本專業實務報告首先介紹法國外語教育與多倫多法國學校中文課程發展的三個階段。多倫多法國學校是法國境外署眾多遵循法國教育部體制及課程的學校之一。其次說明近二十年來法國教育部實施兩次教改後頒布的現代語言教學大綱，其中包括2013年四個文化概念，以及2019年10年級及11/12年級各八個主題軸心。其目的是將文化學習納入語言學習中，本著教授並實踐現代生活語言的精神，從而提高學生語言技能，同時滿足法國高中畢業會考第二或第三外語考試的要求。最後聚焦於如何根據概念主題大綱設計和編寫教材、以及如何教授及指導學生為法國畢業會考做準備。結論述及新冠疫情對教學、畢業會考與其評估的影響，以及為適應這些變化而做出的教學調整一一從線上課程的整合到教學中預期目標的修改。The Mandarin program at the Lycée Français de Toronto was established on February 1st, 2002 as an extra-curricular activity elective and was officially included as a third language (LV3) elective in 2008. In 2016, it was included as a second foreign language (LV2/LVB) elective along with German and Spanish. This professional practice report begins by introducing the French foreign language education and the three stages of the Lycée Francais de Toronto’s Chinese language program development. The Lycee Francais de Toronto is one of the many schools outside of France that follows the French Ministry of Education system and curriculum. Secondly, it is an account of the modern language syllabus issued by the French Ministry of Education after two educational reforms over the last twenty years. These include the Four Notions in 2013, and the Eight Thematic Axes in 2019 for grades 10 and another Eight Thematic Axes for the grade 11/12. The aim is to integrate cultural learning into language education, in the spirit of teaching and practicing “modern living languages” to improve students' practical language skills while fulfilling the requirements of the French Baccalaureate second or third foreign language examinations.The final focus is on how to design and develop teaching materials, and how to teach and guide students in preparation for the French Baccalaureate. This section will feature a few examples of original teaching material based on the French curriculum’s Notions and Thematic Axes for all language programs. In conclusion, the section covers the effects of the COVID-19 pandemic on Baccalaureate evaluation and the pedagogical adaptations made to accommodate these changes, from the integration of online classes to modified expectations in teaching and learning.