：专业认知是本科专业人才培养的重要内容，也是学生完成专业学习、形成专业素养、成为专业人才的前提条件。文章以H大学图书馆学专业为个案，通过目的性抽样和半结构化访谈，收集在校生对图书馆学专业认知的一手资料，综合运用扎根理论和类型分析的方法对相关内容进行处理，以发现影响专业认知的因素和图书馆学本科生专业认知发展的过程。研究发现专业特性、专业课程、专业教师和图书馆是影响图书馆学本科生专业认知的主要因素；专业认知的发展过程包括先验期、接触期和形成期三个阶段，专业认知会因所处阶段和影响因素的差异而发生不同程度的变化。

Professional cognition is an important part of undergraduate professional training, and also a prerequisite for students to complete professional learning, form professional literacy and become professional talents. By taking H University Library Science as an example, this study collects the first-hand information of students' professional cognition of library science through purposeful sampling and semi-structured interview, comprehensively uses grounded theory and type analysis method to deal with the relevant content, and finds out various factors affecting professional cognition. It is found that curriculum, specialty characteristics, library and teachers are the main factors that affect the professional cognition of the undergraduates of library science. The development process of the professional cognition of the undergraduates of library science includes three stages: prior stage, contact stage and formation stage, and the professional cognition will change in different degrees due to the differences of the stage and influencing factors.