隨著資訊科技日新月異，加上市場自由化的影響，現今世界已逐漸趨向全球化，社會結 構型態變得越來越扁平，也越來越競爭。教育領域受到波及，強調教育競爭力的重要性， 導入知識經濟與知識管理的概念，希望提升學校效能，提高學校競爭力。因此，許多新 的觀念或想法開始被引進教育領域，尤其是一些企業或管理領域的理論相繼被吸收、應 用和實踐，「創新思維」即是其一。然而創新並不是天馬行空，現場教師的教學創新是 採用「維持性創新」還是「破壞性創新」？因此本文嘗試以Clayton Christensen所提出的 創新用途理論，以功能面、情感面、以及社會面來檢視由台中市快樂國小（化名）王老 師所設計的牌卡學習輔具在寫作教學上的運用示例。經由創新用途理論檢視台中市快樂 國小（化名）王老師所設計的牌卡學習輔具示例，發現此示例滿足功能面需求，同時考 慮到學生學習上的特殊情懷與情绪，並思考到學生的學習社會面亦即考量到學生背景知 識所帶來的影響。因次可以肯定王老師所設計的牌卡學習輔具示例符合創新思維以及具 有實用性。

With the change of information technology and the impact of market liberalization, the world is becoming increasingly globalized and social structures are growing flatter and more competitive. The importance of educational competitiveness is being emphasized and the concepts of knowledge economy and knowledge management have been introduced to improve school effectiveness and school competitiveness. Therefore, many new ideas are being brought into the field of education. Numerous theories of enterprise or management have been applied and practiced one after another, including the concept of “creative thinking”. However, creativity is not unconstrained, and teachers must choose between adopting “sustaining innovation” or “disruptive innovation”. This article used the Theory of Jobs to Be Done as proposed by Clayton Christensen to examine the use of cards as learning aids in an illustrative teaching activity on writing, in terms of its functional, emotional and social aspects. The teaching activity was designed by Mr. Wang (a pseudonym) , an elementary school teacher from Taichung City. As examined by the Theory of Jobs to Be Done, it was found that the illustrative teaching activity met the functional requirements, while at the same time it was capable of taking into consideration the students’ emotions about learning and their social aspects, that is, the influence of the students’ background knowledge was considered. The illustrative teaching activity using cards as learning aids designed by Mr. Wang was both innovative and practical.