銘傳大學應用日語學系教師從2007年2月開始使用學校資訊網路處所建置的數位教學平台Moodle迄今已有10年的歷史。本文追溯系上教師面臨這股資訊浪潮，從克服資訊科技的焦慮到將使用Moodle變成日常教學與研究一部分的過程。首先根據事前的問卷調查，應日系教師於2007年擬定暑期Moodle實驗課程，熟悉Moodle的功能，然後申請卓越計畫提供的經費，建立題庫，成立教師專業成長社群，進行課程重構計畫。這段推廣與實作的成果，則透過二種數據檢驗。一是根據銘傳大學Moodle數位教學平台歷年數位教材建置的數據，分析應日系教師10年來所建置的數位教材中檔案、作業、測驗、討論區四大類型的量的變化。二是從應日系教師10年來所發表的與Moodle數位教材相關的29篇論文探討日語數位教學的內容，進一步探討課程與這四大教材類型之間的可能關係。結果發現，教師已經逐步克服了資訊科技的焦慮，熟悉了Moodle的使用，逐漸回歸課程本位，能夠自主評估、選擇及運用面對面課堂教學與Moodle線上學習系統的優點，混成使用於教學。

It has been ten years that Department of Applied Japanese teachers in Ming-Chuan University use Moodle platform, a course management system, since February, 2007. This study explained how the teachers made the Moodle as a part of teaching and research after the overcame the technology anxiety. The teachers got familiar with Moodle by designing the summer Moodle experimental courses in 2007. Then they built the question bank, set up Faculty Development Community and performed curriculum reconstruction plan by using the resources provided by Teaching Excellence Project. The outcome of this implementation was based on two data inspections. One was based on school's e-learning materials to analyze the quantity changes in four teaching materials: files, assignments, quizzes, and forums. The other was an investigation on the relationship between curriculum and four teaching materials based on twenty-nine Moodle related theses published by teachers. It turned out that teachers gradually overcame the technology anxiety, got familiar with Moodle and then focused on the design of course. They were able to evaluate and utilize the benefits of blended courses: classroom teaching and Moodle.