本文认为,对于争议性科学议题的报道需要从精确概念入手,使报道根植于科学本身,基于科学规范而不仅仅是新闻规范。评价争议性科学报道的标准之一,是看报道是否促进了公共教育;面对复杂的传播环境,记者不再仅仅是科学新闻的报道者,更是新闻生产活动的榜样。 This paper argues that the coverage of controversial scientific issues needs to be based on precise concepts so that reports are rooted in science itself and based on scientific norms rather than just journalistic norms. One of the criteria for evaluating controversial scientific reports is to see if the report promotes public education. In the face of a complex communication environment, journalists are no longer merely journalists of science news, but also serve as role models for news production activities.