於MoodIe系統中導入日記創作的可能性及其成效──以初中級日文作文課外活動為對象

The Possibility and Effectiveness of Diary Writing in the MOODLE System;As part of activities outside of class

在台灣大部分的日語學習者，再接觸作文課之前，並不太有機會用日語來寫文章，因此常常可以發現學習者在書寫上無法運用既學的語彙或文法來表達自己的想法，也對於寫作都抱持敬而遠之的態度。在日本中小學校有實施以日記記錄自己生活的教學活動，成功地讓學習者減輕對寫作的負面評價並觀察到文章表達力之進步（二宮2007）。二宮（2007）提到日記寫作的目的是要培養學習者以寫作一事來表達自己。另外，要熟悉寫作的最好方法就是先從自己週遭的事物寫起。因此筆者為了讓初中級的日語學習者習慣以日語從事寫作，利用Moodle系統的討論區上進行寫作。並要求學習者以自己身邊的事務為主進行寫作。其結果為（1）比起一般的作文文章寫作，利用Moodle系統的討論區功能，透過相互閱讀、分享的步驟，可減低學習者對寫作的負面評價；（2）透過相閱讀、分享的步驟，可觀察到日記寫作一事，能促進在日語學習上之自律學習、以日語思考之能力、自我修正等；附加性的學習活動之實行；（3）學習者相互閱讀日記，透過內容分享、相互指正對學習者的日語能力的提升是有幫助的。

In Taiwan, most of Japanese learners are rare that write an article by using Japanese before taking writing class. So, most of Japanese learners cat not use the vocabulary and the grammar of the having learned already enough to write article enough to write article. By the writing education of the school subject education in the Japanese, it was based on a way of thinking to express self by writing and was able to go ahead through the diary writing (ninomiya 2007). Therefore, this paper would introduce practice of diary writing out of class activity, then to clarify consciousness for what the learner writes and the change of Japanese ability in the process of diary writing.As a result, (1)pick a familiar topics to writing and though the writer and reader interaction of writer and reader interaction, it can reduce the learner's negative sense in writing. (2)through the interaction of writer and reader, began to carry out additional learning activities in learning Japanese. (3)learners of Japanese language ability led to improvements.