[目的/意义]以人文学者为研究对象，划分其数字能力域类别，构建人文学者用于学术研究的数字能力框架，用以探究当前我国人文学者的数字能力现状和存在问题。[方法/过程]按文史哲、语言、法律；艺术、音乐、传媒；图书馆学、档案学、博物馆学；人类学、政治学、社会学4大学科分类对国内203名相关人文学者开展问卷调查，并对问卷结果进行因子分析、T检验、单因素ANOVA分析。[结果/结论]为提高人文学者的数字能力，从人文学者开展学术研究的一般过程：前期基本信息能力、中期数字技术运用能力、末期交流共享能力三方面提出建议，为今后人文学者如何更好地开展学术活动、图书馆相应学科服务能力的升级、数字人文平台推动人文研究的发展等方面提供一定参考。
[Purpose/significance] This paper takes humanities scholars as the research object, divides its digital competence categories, and constructs a digital competency framework for humanity scholars' academic research, through which it points out the problems existing in the digital competence development of Chinese humanities scholars.[Method/process] Questionnaire survey about 200 related humanity scholars from different four disciplines (Literature, History, Philosophy, Law; Art, Music, Media; LIS, Archives, Museology; Anthropology, Sociology, Politics)in China is conducted. Factor analysis, T test and ANOVA are used according to the questionnaire results.[Result/conclusion] Giving corresponding suggestions from three research contents:Early basic information ability, Middle digital technology application capability, and Final achievement communication and sharing capability. It provides some suggestions for humanity scholars about how to conduct academic activities, how to improves libraries' subject service ability, and how digital humanity centers develop academic research.
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