【摘要】 教育数字化与人工智能应用正在重塑高校教师教学科研与专业发展生态，为高校图书馆学科服务的转型提供新机遇。文章以高校图书馆学科服务支撑教师发展为研究主题，采用文献分析与逻辑建构相结合的方法，阐释数智时代学科服务场景嵌入的逻辑起点，构建涵盖教学创新与课程建设、科研支持与学术创新、教师研修与数字素养提升、职业发展与学术评价四类场景的谱系框架，进而提出关键场景突破、任务导向重构、数据融合与智能应用、校内协同和复合型馆员队伍建设的实践路径。研究表明，场景嵌入体现了高校图书馆学科服务支撑教师发展的重要转向。更多还原

【Abstract】 Against the backdrop of rapid advancements in digital education and artificial intelligence, the needs of university faculty in teaching, research, continuing professional development and career progression have shifted from the mere acquisition of resources to a demand for comprehensive, systematic support throughout the entire process. Meanwhile, the traditional subject service model, centered on the provision of resources, is increasingly limited in its ability to respond to complex, context-specific and task-oriented requirements. Consequently, how subject services can more effectively align with faculty development needs has become a core question that must be addressed in the transformation of academic libraries. Addressing this research question, this article aims to elucidate the logic of scenario-embedded subject services supporting faculty development in academic libraries, and to propose practical pathways for transformation. The study employed a method combining literature analysis with logical construction to systematically review relevant research on subject services, embedded services, scenario-based services and faculty development. On this basis, a framework was constructed covering four core scenarios: teaching innovation and curriculum development; research support and academic innovation; faculty professional development and digital literacy enhancement; and career development and academic evaluation. For each scenario, the study identified key tasks, core needs, major obstacles and key points for subject service support. Finally, practical pathways were proposed across five dimensions: breakthroughs in key scenarios, task-oriented restructuring, data integration and intelligent applications, intra-university collaboration, and the development of a multidisciplinary subject librarian team. This provides a systematic and replicable action framework for academic libraries to play a supportive role in faculty development. The research findings indicate that scenario embedding not only represents a strategic transformation of subject services in academic libraries but also reflects the empowering role of libraries in faculty growth and development. By dynamically aligning service provision with the practical work of faculty members, this study offers theoretical and practical guidance for the optimization of subject services in academic libraries.更多还原