本文援引教育學領域「課程研究」近三十年來有關「再概念化」（reconceptualization）的學術論辯,探索「以學生為學習主體」的教學策略為何,進而反思傳播教學模式的另類「上課」特色是否可行、如何可行。根據來自作者的三個授課實例顯示,傳播教學「上課」形式的「再概念化」內涵包括：1）不篤信標準答案而由師生共創新知；2）全學期與隨機分配的小組成員協力合作完成作業；3）每份作業均與老師及同班同學共享；4）先閱讀後實作強調反思作用；5）以對話替代傳統「上對下」式的課程講授；以及6）師生共同探索「知識」與「社會文化環境」間的關連。 

By using the academic debates on “reconceptualization” of the "curriculum research" in the educational field, this paper explores and reflects on what the “student-centered" teaching model is and whether and how it is feasible in communication. Based on three teaching examples from the author, this paper suggests that the teaching model in communication could possibly be reconceptualized if it includes: 1)do not believe in standard answers but be willing to encourage students to co-create new knowledge with the teacher in class; 2) randomly assign students to different teams and urge them to work together as a team for the whole semester; 3) read assigned materials before practicing homework and emphasize the importance of self-reflection; 4) fulfill all course responsibilities by students themselves and share their findings with the teacher and classmates; 5) use dialogues to replace the traditional top-down teaching; and 6) search for knowledge that could be linked with the society/culture where the students live.