本文從行動研究中檢視學生媒體課程設計所回饋的資訊， 試圖反省整合在新聞傳播教育裡的問題，與適應整合時代的腳 步。研究發現，整合必須在新聞教育中被定義，並持續於一貫 的課程設計裡，培養學生整合媒體的能力，建議可顛覆從傳統 媒體到整合媒體的教學次序。本文主張整合新聞教育應不在於 強調各媒體不同的特性，而是完全由整合的概念開始，在實務 的操作裡理解媒介的區別，並利用區別的特性，以最好的表逹 方式報導新聞。學生媒體不該只是教育的功能，在沒有傳統大 眾媒體龐大體制的束縛下，應擁有一個帶領或實驗的新角色。

This study examines the feedback information from the media courses, and attempts to investigate the problems existing in journalism education as well as how these courses can be adapted to the convergence era. Through practical applications, students would benefit in their understanding of the characteristics of different media. However, in order to enhance the students’ ability to effectively converge media, the order in which the students are typically taught regarding the various forms of media—from the traditional to the convergence media—may need to be reversed. This study suggests that education on convergent journalism should begin with introducing the concept of convergence without emphasizing the special characteristics of traditional media.

多技能記者;多媒體;背包記者;新聞教育;新聞整 合;媒體整合

backpack journalist; convergent media; journalistic education; multi-media; multi-skilled journalist; news convergence