| 苏盼盼,王晓宇.“编研互济”理念下科技期刊青年编辑职业成长路径研究.编辑学报,2026,38(4):493-498 |
| “编研互济”理念下科技期刊青年编辑职业成长路径研究 |
| Research on the professional growth path of young sci-tech journal editors under the concept of “editing-research mutual reinforcement” |
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| DOI：10.16811/j.cnki.1001-4314.2026.04.014 |
| 中文关键词: 编研互济 科技期刊青年编辑 职业成长 学术参与 |
| 英文关键词: editing-research mutual reinforcement young editors of sci-tech journals career growth academic participation |
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| 摘要点击次数: 177 |
| 全文下载次数: 30 |
| 中文摘要: |
| 为回应科技期刊高质量发展对编辑队伍提出的更高要求，本文遵循“理论框架构建—实践案例验证—学理反思升华”的研究逻辑，系统梳理青年编辑职业发展的阶段性特征，并深入分析其在学术共同体中身份与角色的演变过程。研究首先界定了“编研互济”的理论内涵、成长路径和核心机制；其次，基于上海市科技期刊优秀青年编辑职业成长的典型案例，验证了该理念在新手适应期、快速成长期及成熟稳定期的实践路径；最后提出促进青年编辑职业成长的策略。研究发现：科技期刊青年编辑的职业成长是一个由学术资本转换、专业身份构建及共同体反馈机制共同驱动的动态过程。基于此，提出以编辑主业为根基、以学术参与为抓手、以多元评价为导向、以身份认同为核心、以资源整合为支撑的“编研互济”发展策略。 |
| 英文摘要: |
| In response to the heightened demands associated with the high-quality development of sci-tech journals， this study follows a research logic of theoretical framework construction， practical case validation， and theoretical reflection. It systematically examines the stage-specific characteristics of career development among young editors and delves into the evolution of their identity and role within the academic community. The study first clarifies the theoretical connotation， growth trajectory， and core mechanism of “editing-research mutual reinforcement”. Then， drawing on exemplary cases of outstanding young editors from sci-tech journals in Shanghai， it verifies the practical pathways of this concept during the novice adaptation， rapid growth， and mature stabilization stages. Finally， it proposes strategies to foster editorial career growth from the perspective of critical reflection. The findings reveal that the career progression of young editors in sci-tech journals is a dynamic process driven by the conversion of academic capital， the construction of professional identity， and community feedback mechanisms. Accordingly， the article proposes an “editing-research mutual reinforcement” development strategy， grounded in editorial professionalism， guided by academic engagement， oriented by diversified evaluation， centered on identity recognition， and supported by resource integration. |
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