联系我们

论文查询结果	返回搜索

论文编号：	16056
作者编号：	2320234207
上传时间：	2026/6/4 11:49:34
中文题目：	阅读推广人专业能力评价与提升策略研究
英文题目：	Research on Evaluation and Enhancement Strategies for Reading Promoters'''' Professional Competencies
指导老师：	肖雪
中文关键字：	阅读推广人；专业能力评价；能力提升策略；全评价理论
英文关键字：	Reading Promoters；Professional Competency Evaluation；Competency Enhancement Strategies；
中文摘要：	在国家深入推进全民阅读、健全现代公共文化服务体系的背景下，阅读推广人作为全民阅读推广的核心主体，其专业能力评价体系尚未完全建立，难以满足全民阅读专业化发展的需求。因此，本研究针对当前已有的阅读推广人评价方式展开研究，构建阅读推广人专业能力评价体系，并基于评价结果探讨专业能力提升策略。 本研究引入全评价理论，基于洋葱模型，通过整合文献成果、政策文本和专家意见，从事前专业筹备、事中动态执行、事后复盘总结、工作绩效与产出实效评估四个活动流程维度，并结合职业素养与核心价值观、持续学习与知识更新能力两个综合素养维度，构建了覆盖阅读推广活动全流程的六维度专业能力评价体系。考虑到流程性维度与综合素养维度之间存在能力交叉，为避免重叠能力重复计算影响评价结果的准确性与可比性，研究依据洋葱模型由内核向外延的分层逻辑，对六维度进行同质归并与跨阶段整合。运用层次分析法计算各维度权重，将指标体系整合为A职业根基、B专业基础、C服务核心、D前沿拓展四个一级指标，并结合胜任力理论设计问卷，对207位阅读推广人开展实证研究。 结果表明，四个一级指标权重排序依次为C服务核心（0.3997）、B专业基础（0.2967）、D前沿拓展（0.1998）、A职业根基（0.1037）。调查显示，阅读推广人A职业根基维度得分最高，职业认同感较强；C服务核心维度得分最低，其中活动策划执行（3.75）与资源整合（3.76）为最薄弱环节，与该维度最高权重形成落差；D前沿拓展维度中阅读推广模式研究（3.74）得分最低，数字化能力建设存在相对滞后。针对上述问题，本研究从四个层面提出专业能力提升策略：服务核心能力的定向提升，通过动态学习路径强化活动策划执行与资源整合；前沿拓展能力的系统建设，以场景驱动的数字化学习提升技术应用与模式研究能力；职业根基能力的深化与转化，重点补强叙事技巧与共情表达；以评价指标体系为核心框架，构建覆盖准入分流、过程支持、评价反馈与持续发展的制度保障体系。为阅读推广人专业能力等级认证标准的制定与专业能力的持续提升提供实证依据，推动阅读推广人向职业化、专业化转型。
英文摘要：	Against the backdrop of the national initiative to deepen public reading and improve the modern public cultural service system, reading promoters—as the core entities driving public reading initiatives—still lack a fully established professional competency evaluation framework, making it difficult to meet the demands of specialized development of reading promotion. This study therefore examines existing assessment methods for reading promoters, constructs a professional competency evaluation system, and explores professional competency enhancement strategies based on the evaluation results. This study introduces full evaluation theory and, drawing on the onion model, develops a six-dimensional professional competency evaluation system covering the entire reading promotion activity lifecycle through the integration of literature findings, policy documents, and expert insights. The system spans four operational-phase dimensions—pre-event professional preparation, real-time implementation, post-event review, and performance evaluation of work outcomes—together with two comprehensive competency dimensions: professional ethics and core values, and continuous learning and knowledge renewal. Given the competency overlaps between the operational-phase and comprehensive dimensions, and to prevent overlapping competencies from being double-counted in ways that would compromise the accuracy and comparability of evaluation results, the study follows the onion model's core-to-periphery layered logic to perform homogeneous consolidation and cross-phase integration of the six. The Analytic Hierarchy Process (AHP) is then applied to calculate dimension weights and reorganize the indicator system into four primary dimensions: A. Career Foundation, B. Professional Knowledge Base, C. Service Core Competencies, and D. Frontier Expansion. Drawing on competency theory, a questionnaire was designed and administered to 207 reading promotion practitioners for empirical study. The results indicate that the weight ranking of four primary indicators is as follows: C Service Core (0.3997), B Professional Foundation (0.2967), D Frontier Expansion (0.1998), and A Career Foundation (0.1037). The survey reveals that practitioners scoring highest in the A Career Foundation dimension demonstrate strong professional identity, while those in the C Service Core dimension score lowest, with activity planning execution (3.75) and resource integration (3.76) being the weakest links, revealing a notable gap between practitioners' actual performance and the dimension's highest-weighted status. In the D Frontier Expansion dimension, reading promotion model research (3.74) scored the lowest, suggesting potential gaps in digital capability development. To address these issues, this study proposes four professional competency enhancement strategies: targeted enhancement of service core competencies through dynamic learning pathways focused on activity planning and resource integration; development of frontier expansion competencies through scenario-driven digital learning in technology application and model research; deepening and transformation of career foundation competencies, with emphasis on narrative skills and expression; and construction of an institutional support system covering entry classification, process support, evaluation feedback, and sustainable development, anchored in the proposed evaluation framework. These findings provide empirical evidence for developing professional competency certification standards and supporting the sustained enhancement of reading promoters' professional competencies, facilitating their transition toward professionalization and specialization.
查看全文：	预览  下载(下载需要进行登录)