整合文學專業與商業思維的「故事行銷寫作」課程，能培養學生產業應用所需之故事力。然而對於寫作的課程教學，如何可確認學生在課堂中有學習新的故事力知識，並能適切轉用？過往多以學生之創作為單一檢核標準，忽略了引領學生對於創作過程的反思。對於作品的評量方式亦多以單一結果進行評量，然對於學生內隱知識與外顯知識的結合轉化無法呈現，也造成對於學生的學習成效是否真切獲得提升產生疑慮。本研究將採行動研究法，設計與實際場域結合的課程規劃，於課程進行中導入反思概念並運用知識創新理論進行學生成效檢核，以確認學生對於新知識（故事力）的產生。本研究的理論貢獻是將知識論概念及反思理論導入課程中，運用反思五層次協助學生行銷故事作品的檢核與修正，使寫作不再僅是倚賴靈感、天分，而是有一學習路徑可依循，教師對於學生寫作的缺失，也更能精準指出須修正之處，使作品更臻完善。

The writing course of storytelling marketing, which integrates literature and business thinking, can cultivate the story power needed for students in industrial application. However, for the instruction of the writing course, how can it be verified that students have learned the knowledge of storytelling in class, and can they be adapted? In the past, the creativity of students is usually the only standard instead of the leading students to reflect on the creative process. The evaluation method of the works is also evaluated by a single result, but the combination and transformation of students' implicit knowledge and external knowledge cannot be presented. It causes a doubt about whether students' learning effectiveness is really improved. This study will adopt action research methods to design a curriculum plan combined with the actual field and import the concept of reflection in the course and use the theory of knowledge innovation to evaluate the student's learning effect, to verify the production of new knowledge (story power) on students. The theoretical contribution of this research is to apply the concepts of epistemology and reflection theory to the curriculum planning. This research uses five levels of reflection to assist students in checking and revising their works of marketing stories. It also makes the writing no longer dependent upon only inspiration and talent, but a learning path to follow. Moreover, teachers can exactly point out the shortcomings of students’ writing that need to be corrected, and also make the work more perfect.