近些年来，政府不断出台政策文件支持和鼓励博物馆与中小学美术教育的融合。在政府政策的引导下，馆校双方的教育资源得到了有效转化，部分学校还与博物馆推出了共同研发的课程。我国虽已积累了大量博物馆美术课程的资源与经验，但在实践开展过程中，青少年兴致不强、参与程度低、收获不多以及学习过程走马观花的问题屡屡出现，在博物馆中时常能看到一群席地而坐用手机打游戏的青少年。为了破解青少年参与度低的问题，越来越多的学者开始关注博物馆美术课程中学习者的行为、感受、体验和收获，开始进一步考虑利用对学习者的认识来调整课程的设计，促进学习者的行为与表现。可见，在博物馆美术课程中促进青少年参与的问题亟需研究。故此，本研究提出“艺术类博物馆美术课程中青少年参与的特征是什么？”和“在艺术类博物馆美术课程中如何促进青少年的参与？”两个问题，旨在为艺术类博物馆美术课程的开发设计提供理论参考。

问题一“艺术类博物馆美术课程中青少年参与的特征是什么？”，此问题的厘清是通过对认知神经科学中人的认知结构进行梳理，在此基础上结合博物馆观众研究与艺术类博物馆美术教育活动分析得出的。本研究将博物馆美术课程中青少年参与的特征归纳为了青少年的认知方式、身体参与和情感参与，对青少年参与的特征的研究为后续策略的提供了理论支撑。

问题二“艺术类在博物馆美术课程中如何促进青少年的参与？”的解决是在青少年参与特征的基础上，通过分析北京师范大学第三附属中学高二年级的青少年参与调查结果，拟构促进青少年参与的策略。从对调查结果的分析与总结中，本研究凝练出在艺术类博物馆美术课程中青少年参与的促进策略：1、青少年参与前置调查可以增进课程的适应性。2、多维度感官互动体验能够促进青少年身体参与。3、渐进持续的认知体验能够促进青少年思维参与。4、留置可供青少年情感发酵的时间和空间能够促进青少年的情感参与。

In recent years, the government has continually issued policy documents to support and encourage the integration of museum art education with primary and secondary school art education. Under the guidance of government policies, educational resources from both museums and schools have been effectively transformed, with some schools even launching co-developed courses with museums. Although China has accumulated a wealth of resources and experience in museum art courses, issues such as low enthusiasm, participation, and superficial learning among adolescents frequently occur, with teenagers often seen sitting on the floor playing games on their phones in museums. To address the issue of low adolescent participation, an increasing number of scholars are focusing on the behaviors, feelings, experiences, and outcomes of learners in museum art courses, considering the use of insights into learners to adjust course designs and promote better behavior and performance. Thus, it is urgent to study how to enhance adolescent participation in museum art courses. Therefore, this study proposes two questions: "What are the characteristics of adolescent participation in museum art courses?" and "How can adolescent participation in museum art courses be promoted?", aiming to provide theoretical references for the development and design of museum art courses.

The first question, "What are the characteristics of adolescent participation in art museum fine arts course?", is clarified through an examination of the cognitive structures in cognitive neuroscience, combined with studies on museum audiences and analyses of museum art education activities. This study has summarized the characteristics of adolescent participation in museum art courses as cognitive methods, physical involvement, and emotional engagement, providing theoretical support for subsequent strategies.

The second question, "How can adolescent participation in art museum fine arts course be promoted?", is addressed based on the characteristics of adolescent participation. By analyzing the participation survey results of high school sophomores from the Third Affiliated Middle School of Beijing Normal University, strategies to enhance adolescent participation are proposed. From the analysis and summarization of the survey results, this study has distilled strategies to promote adolescent participation in art museum fine arts course: 1) Pre-participation surveys can enhance the adaptability of the course. 2) Multi-dimensional sensory interactive experiences can encourage physical involvement. 3) Gradual and continuous cognitive experiences can facilitate cognitive involvement. 4) Providing time and space for emotional development can enhance emotional engagement.