80年代以後，中國內地圖書館學信息學（LIS）教育開始進入20世紀 的黃金時期。在這一時期，內地的LIS教育經歷了四個發展階段：復興階段（1977 ∼1982），興盛階段（1983∼1991），變革階段（1992∼1997）和調整階段（1998 ∼1999）；徹底地改變了過去單一的圖書館學教育模式，形成了以「三個層次、 七個級別」的正規教育為主，以「三個層次、五個級別」的繼續教育為輔的比較 完整的LIS教育體系；形成了基本合理的博士碩士專業分佈和本科專業分佈，其 中：圖書館學專業有博士點3個，碩士點13個，本科專業20個；而信息學專業 有博士點3個，碩士點18個，本科專業約50個。未來的LIS教育將在學科建設， 專業教育改革，師資建設，和生源與就業方面發生明顯變化。圖表5幅，參考文 獻11篇。

　　　　　After 1980s, the Education of Library and Information Science (LIS) in Mainland China entered the Golden Age of the history of LIS education in China in the 20th century. During the Golden Age, LIS education in Mainland China underwent the phase of revival (1977∼1982) the phase of prosperity (1983∼1991) the phase of reform (1992∼1997) and the phase of adjustment (1998∼1999). The original model of the unitary system of LIS education in Mainland China was thoroughly changed into an integrated LIS education system which composed mainly of the formal LIS education of "three levels and seven grades" and subsidiary of the continuing LIS education of "three levels and five grades". In 1999, there were three DLS programs, thirteen MLS programs, twenty BLS programs, three DIS program, eighteen MIS programs and fifty BIS programs in Mainland China, Look forward to the future of LIS education in Mainland China, the change of LIS, curriculums, faculty members, students and employment will happen. 5 diagrams and 11 references.