本研究之教學設計程度設為CEFR之A2到Bl級；測試對象為法國一群對學習華語極具熱忱，且「活到老，學到老」的長青族，對於華語學習已經具備初步的基礎。本教學設計內容以台法節慶文化為中心，試圖藉由文化差異所引發之好奇心，提升學習者學習的興趣，以便克服學習者對華語感到艱深而怯步，讓其能在學習華語之際，亦可拓展對異國風俗民情的認知。本課程設計希冀在此次測試過程中，嘗試因地制宜地掌握學生學習情況，以積累未來編撰相關華語文教材之實務經驗。本教學設計結合多元教學方式進行：運用網路教學平台Moodle及Skype之運用，使學生能獲得更多延伸課程的相關資訊、實際檢測自我學習成效的機會，以及強化台法雙方師生之聯繫。課間活動有習唱歌曲、競爭型學習活動的安排；課後則有練習題以提供自評。課前與課後分別實施前、後測問卷調查；課後安排約四十分鐘的焦點團體訪談，採用開放式漸進問句進行；之後即分析此兩項回饋問卷。結果顯示學生學習成效增長以及學習興趣越發濃厚的現象，從數據中即可見得。

The level of the instructional design in this study was set from A2 to B1 of the Common European Framework of Reference for Languages (CEFR); the participants comprised a group of ”live and learn” senior citizens in France who were enthusiastic about learning Mandarin. Because the students possessed a preliminary background in the language, the content of this instructional design entered on the festive cultures of Taiwan and France. We attempted to enhance student interest in learning Mandarin by leveraging the curiosity caused by cultural differences. Students often feel that learning is too difficult, and eventually abandon their studies. To overcome these feelings, we attempted to expand student knowledge and awareness of the customs and habits of foreign countries while teaching Mandarin. The proposed curriculum was designed to gain an understanding of the learning situations of the students based on local testing conditions, compiling relevant Mandarin Chinese teaching materials for the future. The instructional design involves a combination of media: the Internet, Moodle teaching platform, and Skype, allowing students to acquire extended course information, generating additional opportunities for learning self-evaluations, and fostering contact between the teachers and students in Taiwan and France. The teaching activities comprised songs and competitive games, and the afterschool program included self-assessment exercises. Before and after the course, pretest and posttest questionnaires were conducted. A focus group interview involving open-ended and progressive questions and lasting approximately 40 minutes was arranged after the course, and 2 feedback questionnaires were analyzed. The results show that student learning effectiveness increased, and was strongly correlated with interest in learning.