延續過去有關「傳播敎育正當性」的討論，本文以新聞採寫課爲 例，試囷勾勒與現有敎學方式不同的思考模式。作者首先分析國内外 十二本採寫敎科書，發現内容多以「寫作」爲主，且以新聞流程爲主 要鋪陳方式，章節安排均係按照新聞工作的實施過程爲參考對象，因 而缺少抽象思考層次，無法提升理論意涵。 本文則以認知心理學中的「歸類」觀點重新安排，依新聞報導的 功能將採訪寫作分別組合爲有層次、有研究背景的變項，強調即使像 是「採訪寫作」如此含有「實務」性質的課程，仍應能依社會科學之 理論建構方式組合敎學内容，使其成爲具有知識内涵之課程。 至於課程内容「如何敎」，本文建議將「做中學」方式概念化， 參考其他學門之經驗，由理論出發，轉化課堂内所傳授之「陳述性知 識」爲學習者的「程序性知識」。

Following our earlier discussion on the legitimacy problem of the communication studies in Taiwan, we now turn our attention to the pedagogical problems associated with the teaching models in the journalism discipline. In this paper we proposed to examine how the course of basic news reporting and editing was taught and whether the teaching methods need to be reshuffled. We first chose 12 textbooks on the subject of news reporting and editing, published both in Chinese and in English, and used them as our shooting target. We analyzed the contents of these textbooks and found they, generally speaking, contained a pretty much similar pattern. For example, they all included topics such as "what is news," "what is news value,'1 ,rhow to write a lead," "what is the structure of a news story," etc. In other words, from the analysis of these highly used textbooks in the schools of journalism we may generalize that the teaching of news reporting and editing has been practically oriented and therefore lacks theoretical or abstract meanings. If this picture is true across all the schools of journalism, then no wonder some people in the academic world have been busy on criticizing that the discipline should be re-structured if it still hopes to stay in university and qualified as part of the "intellectual world." A new method of teaching was then proposed in this paper trying to integrate theoretical thinking with the practical learning.Finally, this paper argues that it is important for the journalism teachers to realize that the discipline does not have to be professionally oriented because there have already been enough research literature available in areas closely related to journalism which may be useful for our future teaching.