青少年觀眾在博物館中所受到的重視，起步較晚，主要是青少年向來被認為 是博物館觀眾中最難訴求的年齡層，其所佔博物館參觀觀眾的比例亦較低。 而青少年期只是人生中的一個過渡階段，終將邁入青壯年期，在人力物力資 源有限的情況下，博物館往往比較不急於向這個年齡層伸出雙手。然而青少 年時期是人生至為關鍵的一段身心發展時期，此時期的青少年如能發現並肯 定自我、從摸索自我中逐漸完成自我統整，將有助於順利邁入成人期。身為 社會教育重要機制的博物館，擁有典藏與展覽等豐沛學習資源，可以提供青 少年另一個自由學習的園地，提供與學校正規教育不同的學習模式，以及學 校教師以外的其他專業的成人楷模，增補現有學校環境之下無從具體摸索建 立的自我概念。本文整理討論博物館中經常提供的青少年活動類型，探討博 物館如何協助青少年自我成長，並分享國立故宮博物院服務青少年觀眾時所 面臨的挑戰、調整與省思。

The attention given to teenage audience in museums began much later than that given to visitors of other age groups. It is often believed that teenagers are difficult to appeal to, that they do not account for a large percentage of museum visitors, and that they are in a transitory period which eventually leads to adulthood. Consequently, museums have been less willing to invest their resources in this difficult age group. Teenagers who successfully identify and integrate identity can smoothly transit to adulthood and museums by providing learning resources in free-choice learning environment can assist this process of discovery and integration. This article discusses museum educational programs for teenagers with examples from different museums. Challenges met by the National Palace Museum’s teenage programs will also be examined and analyzed.