产业结构转型的本质是“人”的技能转型，其中最直接的主体是产业工人。从专长研究的角度，作为一种技能，某种专长的建构是从新手期到专家阶段的连续发展过程，而常见的“专家-新手”专长比较研究并未深入分析各阶段的切换过程，弱化了专长建构理论的解释性。本研究是在前人研究的基础上，关注高成长性产业工人职业成长与发展规律的质性研究，具体以专长建构理论、非正式学习理论和成人转化学习理论为理论基础，采用个案研究法、叙事研究法和文本分析法相结合的研究方式，通过分析技术专长、管理专长和综合性专长个案的职业经历，深入探究个体经验、工作过程知识和专长情感能量因素在解决工作问题过程中的迁移、转化和应用过程，总结提炼专长建构的学习过程、影响因素和内在规律。

根据专长类型，研究选取了技术修行的“手艺人”、解决管理问题的“领头雁”和技术管理的“多面手”三位产业工人作为研究合作者，描述其“从职场新人到业务骨干”的职业专长建构过程，分析了每位研究合作者基于工作问题解决的学习行为、阶段特征和整体特征。在研究个案分析总结基础上，探索发现了产业工人专长建构的解释框架：

（1）产业工人专长建构的实质——“专长边界的非正式拓展”。个体受社会因素的影响，在组织学习情境中通过盘活个体经验、工作过程知识和专长情感能量，不断解决工作问题，实现从职场新人到业务骨干的专长建构过程。“专长建构”是非正式学习的发展目标，其本质是“专长边界的非正式拓展”，它提供了一个理解专长建构的框架，解释了基于问题解决的非正式学习过程中，知识、经验和情感因素共同驱动专长边界拓展的内在规律性。“专长边界”是指专长发展阶段性（一般是指初手、熟手、胜任和专家四个阶段）与个体的职业角色存在对应关系，不同职业角色时期，个体在组织学习中的地位和作用不同，主要包括自主学习阶段、学习管理阶段、学习指导阶段和学习设计阶段。每个专长发展阶段，个体经验、工作过程知识和和情感体验特征都具有差异性，阶段之间的界限不是“非此即彼”的，而是呈现“交叉叠合”的向上拓展性。“非正式”，是指职业专长在跃升至较高阶段职业专长时，工作过程知识、个体经验和专长情感能量三种因素呈现“非同步性”特征，其中专长情感能量往往成为跃升的支点，促进工作过程知识和个体经验的盘活，直至超越当前的专长水平。

（2）基于非正式学习的行为分析，产业工人专长建构过程存在“盘活机制”。围绕职业专长建构过程，产业工人的非正式学习行为中存在着个体情境、组织情境和社会情境共同影响下问题解决过程的“盘活机制”。其中，盘活机制的核心层是个体情境，是个体经验、工作过程知识和专长情感能量构成的“智慧三角形”，也是个体非正式学习的“意义视角”。盘活机制的中间层是组织情境，是指组织经验系统、组织知识系统和组织情感系统共同构成个体学习的“组织气候”；盘活机制的外围层是社会情境，是指政策制度、社会环境、教育水平和社会角色等弥散性社会因素。个体非正式学习的过程受个体情境、组织情境和社会情境各种因素的影响，集中表现为个体层和组织层的经验、知识和情感相互排斥、碰撞或融合。这个过程中，学习者的个体经验、知识和情感因素不断重构和升级，进而形成了专长阶段跃升的螺旋。

此外，本研究深入探究了专长建构与非正式学习之间的关联性，即专长建构的阶段性与学习者的职业角色具有一定的对应关系，专长水平越高，非正式学习的内容与方式越丰富多样化；专长建构中的非正式学习方式呈现个体差异性特征，根据学习指导关系，可以分为无指导的自主学习、有指导的半自主学习、以辅助他人学习为特征的相对自主学习、以指导他人学习为特征的高自主性学习等方式；社会因素通过直接或间接方式对个体专长建构和非正式学习行为产生影响。

The essence of industrial structure transformation is the skill transformation of "people", in which the most direct subject is industrial workers. From the perspective of expertise research, as a skill, the construction of a certain expertise is a continuous development process from novice stage to expert stage, while the common "expert novice" comparative study of expertise does not deeply analyze the switching process of each stage, weakening the explanatory power of expertise construction theory. Based on previous studies, this study is a qualitative study focusing on the law of career growth and development of workers in high growth industries. Specifically, based on expertise construction theory, informal learning theory and adult transformation learning theory, this study adopts the research method of combining case study method, narrative research method and text analysis method, and analyzes the career experience of technical expertise, management expertise and comprehensive expertise cases, Deeply explore the migration, transformation and application process of individual experience, work process knowledge and expertise emotional energy factors in the process of solving work problems, and summarize the learning process, influencing factors and internal laws of expertise construction.

According to the type of expertise, the study selected three industrial workers as research collaborators: the "craftsman" of technical practice, the "leader goose" of solving management problems and the "generalist" of technical management, described their professional expertise construction process of "from new employees to business backbone", and analyzed the learning behavior, stage characteristics and overall characteristics of each research collaborator based on work problem solving. Based on the analysis and summary of research cases, this paper explores and finds the explanatory framework for the construction of industrial workers' expertise:

(1) The essence of industrial workers' expertise construction - "informal expansion of expertise boundary". Affected by social factors, individuals constantly solve work problems and realize the process of expertise construction from new employees to business backbones by revitalizing individual experience, work process knowledge and expertise emotional energy in the context of organizational learning. "Expertise construction" is the development goal of informal learning. Its essence is "informal expansion of expertise boundary". It provides a framework for understanding expertise construction and explains the internal regularity of expertise boundary expansion driven by knowledge, experience and emotion factors in the process of informal learning based on problem-solving. "Expertise boundary" refers to the corresponding relationship between the stages of expertise development (generally referring to the four stages of novice, proficient, competent and expert) and the individual's professional role. In different professional role periods, the individual's status and role in organizational learning are different, mainly including autonomous learning stage, learning management stage, learning guidance stage and learning design stage. In each specialty development stage, the characteristics of individual experience, work process knowledge and emotional experience are different. The boundary between stages is not "either or", but presents the upward expansion of "cross superposition". "Informal" refers to that when professional expertise jumps to a higher stage of professional expertise, the three factors of work process knowledge, individual experience and expertise emotional energy show the characteristics of "non synchronization". Among them, expertise emotional energy often becomes the fulcrum of the jump, promoting the revitalization of work process knowledge and individual experience until it exceeds the current expertise level.

(2) Based on the behavior analysis of informal learning, there is a "revitalization mechanism" in the process of industrial workers' expertise construction. Around the process of professional expertise construction, there is a "revitalizing mechanism" in the informal learning behavior of industrial workers under the joint influence of individual situation, organizational situation and social situation. Among them, the core layer of the revitalization mechanism is the individual situation, the "wisdom triangle" composed of individual experience, work process knowledge and expertise emotional energy, and the "meaning perspective" of individual informal learning. The middle layer of revitalizing mechanism is organizational context, which refers to the "organizational climate" of individual learning composed of organizational experience system, organizational knowledge system and organizational emotion system; The peripheral layer of revitalizing mechanism is social situation, which refers to diffuse social factors such as policy system, social environment, education level and social role. The process of individual informal learning is affected by various factors such as individual situation, organizational situation and social situation. It is mainly manifested in the mutual exclusion, collision or integration of experience, knowledge and emotion at the individual level and organizational level. In this process, learners' individual experience, knowledge and emotional factors are constantly reconstructed and upgraded, which forms a spiral of the leap of expertise stage.

In addition, this study deeply explores the relationship between expertise construction and informal learning, that is, the stages of expertise construction have a certain corresponding relationship with learners' professional roles. The higher the level of expertise, the richer and diversified the contents and methods of informal learning; According to the relationship between learning guidance, it can be divided into unsupervised autonomous learning, guided semi autonomous learning, relatively autonomous learning characterized by assisting others' learning, high autonomous learning characterized by guiding others' learning and so on; Social factors affect individual specialty construction and informal learning behavior directly or indirectly.