近年來大學廣設各種第二外語課程，其中日語是最熱門的課程之一。然而修習日語的非日語專業的學生人數，隨著內容難度上升而修課人數也跟著遞減。最主要原因之一在於學生一開始學習日語時遇到五十音學習挫折，導致最初的動機逐漸遞減而影響到下一階段的學習意願。為了解決學生學習五十音的問題，本研究開發了一套適合非日語專業的初學者自主學習專用的五十音輔助學習系統。在教學上透過實體與線上混合式教學法，學生需要依據教師的指示範圍，在課後利用五十音輔助學習系統進行自主學習。學生在教師規劃的課程進度內，有效率地完成五十音的學習。學生的學習履歷將用來評估學生各種五十音表記組合的學習狀態與成效。此外本研究透過問卷調查，收集學生對於五十音輔助學習系統搭配教室上課的看法。研究結果顯示本研究配合教室授課，實現了建構以學生為中心的學習模式，幫助學生克服五十音的學習困難。

Many universities in Taiwan have been offering a variety of foreign language courses in recent years, with Japanese being among the most popular. However, the number of students significantly decreased as the difficulty level increased. One of the main reasons for the above results is the frustration caused by the time-consuming process of learning Japanese syllabaries. Therefore, this study aims to develop a learning support system for non-Japanese language majors to enhance their understanding of Japanese syllabaries. A blended instructional method is utilized, requiring students to independently learn through this system after classroom instruction. Students effectively learn Japanese syllabaries under the guidance and instruction of their teacher. Their academic records are utilized to assess their learning abilities across different combinations of Japanese syllabaries. Moreover, this study collects data on students’ attitudes towards the blended teaching approach by means of a survey. Results indicate that the blended teaching approach has enabled the implementation of a student-centered learning mode and aided students in overcoming the obstacles of learning Japanese syllabaries.