大小一起學「法語區文化課程」：台北市和平實驗國小選修課「Bonjour！皇后與兔」與輔仁大學法文系之教學合作實例

Synchronous Teaching and Learning Practices from Optional Course ''Francophone Culture: Bonjour, Queen and Rabbit!'' by Taipei Heping Experimental Elementary School and French Department of Fu-Jen Catholic University

義務教育的小學與高等教育的大學，教育階段的兩個極端，如何可能產生合作的契機？為何以「法語區文化」作為課程題目？又如何得以整合資源讓大小一起學，誰教？誰學？如何教？又如何學？本文試圖呈現協同教學之課程規劃、課程進行內容、省思與合作過程以及大、小學生之回饋。在「Bonjour！皇后與兔」──「法語區文化課程」協同教學的經驗中，大小學生、教師們皆獲得教與學中的寶貴經驗與體會，藉此重新思考課程設計、教學活動，在學術理性、個人關聯和社會關聯間思辯與實踐。

Elementary schools and universities are at the two opposite poles in Taiwan education system. This study explores not only how to manage the opportunities for these two institutes to cooperate but also to arrange the option course ''Francophone culture: Bonjour! Queen and Rabbit'' in elementary school to accumulate synchronous teaching and learning practices for college students. The keypoint is to coordinate resources from two institutes to achieve so-called ''learning by teaching''. To be specific, we will go through following questions: who teaches, who learns, how to teach and how to learn. In this study, we present the processes from curriculum planning to course contents through collaborative teaching, feedback from students of different ages, as well as reflections on current cooperation patterns. Through the collaborative teaching of ''Francophone culture'' and learning by teaching mode, students of two institutes and teachers all obtain valuable experience. Furthermore, students and teachers of universities can thereby rethink the connection between academic rationalism, personal relevance and social relevance, in order to optimize the best education practices.