【摘要】 数智时代下，学生的学习方式与需求正在发生深刻变革，高校图书馆需进一步突出学习者的主体地位，推动学习共同体与育人生态的转型。文章立足学生学习全过程，融合自主学习理论、建构主义学习理论与成果导向教育理论，结合图书馆资源富集、空间开放的特点，构建“依托馆藏资源与场景化空间的情境创设—馆员引导下的持续探究—成果导向的多学科教学设计”的育人路径。以浙江大学图书馆“中国历代绘画中的衣食住行”数字人文工作坊为实践案例，提出高校图书馆应深入把握学生学习特征与需求，推动馆员复合型育人角色转型、构建多模态资源体系与拓展场景化空间的育人功能、深化学生主体长效参与，进而更好地发挥高校图书馆在创新人才培养中的支撑与引领作用。更多还原

【Abstract】 In the era of digital intelligence, students’ learning approaches and needs are undergoing profound transformation. Academic libraries must recognize learners as active agents and drive the evolution of learning communities and educational ecosystems. This article addresses key challenges in current cultural cultivation practices within academic libraries, including the difficulty in fully meeting students’ personalized needs, limited interactive activities, low student motivation coupled with superficial participation, and insufficient attention to the dynamic tracking of learning progress as well as the translating of learning into tangible outcomes. To address these challenges, it proposes a practical framework for library-based cultivation activities oriented to students’ learning needs, offering an actionable paradigm for cultural cultivation in academic libraries. Grounded in student learning trajectories and integrating theories of self-directed learning, constructivist learning, and outcome-based education, the article develops a three-stage pedagogical model:(1) context creation through curated collections and spaces;(2) sustained inquiry guided by librarians;(3) multidisciplinary, outcome-oriented instructional design. This model was implemented in the Digital Humanities Workshop on Clothing, Food, Housing, and Transportation in Chinese Painting at Zhejiang University Library. In the workshop, librarians leveraged A Comprehensive Collection of Ancient Chinese Paintings and the Digital Humanities Hub to create an immersive research environment. Starting from expected learning outcomes, a blended theory-practice research paradigm was established, dynamically responding to students’ evolving needs. Participants produced visual outputs such as Emotional Diaries of the Song Dynasty, and The Bustle of Suzhou: Everyday Meals in Ming and Qing, exemplifying interdisciplinary and cross-grade collaboration. Throughout the process, librarians served as project managers. They structured tasks into clearly defined phases, developed detailed timelines and role assignments, and incorporated flexible scheduling. They also supported students in identifying research questions, formulating hypotheses, designing studies, collecting and analyzing data, synthesizing findings, and producing outputs. By coordinating resources from disciplinary faculty and external partners, librarians continuously responded to students’ changing needs and co-created effective solutions. In addition, they monitored students’ learning and project progress in real time, recommending tailored learning tools, pathways, and technologies based on students’ disciplinary backgrounds. The article concludes that academic libraries should deepen the understanding of students’ learning characteristics and needs, facilitate librarians’ transformation into multifaceted educational facilitators, and harness unique collections and space to foster open, interdisciplinary, and inquiry-driven research environments. Libraries should also build multimodal collaborative systems with cultural memory institutions to extend the contextual richness and pedagogical potential of space. By strengthening student-centered participation, academic libraries can more effectively fulfill their vital role in supporting and leading the cultivation of innovative talents.更多还原