「作少年師徒制」（Youth Mentoring or Youth Apprenticeship)，係出「師徒相傅」的概念衍生而來*它M利用一父母（或監潍人）之外的成人師傅來 「陪伴j青少年亨沔一段時間，泔助青少年適應不同的轉換時期，並顧利地進人到 成人的前期階段。晚近，學校教行或社齊公益刚Wd發钱利丨《丨？少年師徒制策略既 可以羝助一般學生的正常學矜，而旦也是輔裨昶勢青少年嘐W的有效方法之一。
H前W9內在許多货拖與费少年輔導或學W的相關措施J:，有類似沒少年師徒 制的粘神或影子，fnw際上，對||陬「青少年師徒制j的概念及實務應用•並不十 分沾楚，以致它能發f•丨丨的更大效能受到限制。本文旨在提供研究者及W踐行一個有 闕爵少年師徒制的沾晰阚像，内矜包括：（1)何諝青少年師徒制；（2)「青少 年師徙制」是靖趄的_助學涔策略；（3)多樣化的方案股計；（4)常iWW内實 施仍待突破的瓶翊；及（5)結綸，將對研究與發展青少年吵汽輔導的n作甸所貢 獻*

The concept of Youth Mentoring (or Youth Apprenticeship) comes from "passing on from generation to generation." The idea is to have an adult, other than parents or their legal guardians, to accompany teenagers through the transition period from adolescence into early adulthood. Recently，schools and nonprofit organizations have recognized such a strategy not only helped students’ learning，but also assisted disadvantaged youth's learning effectively.
However, while many programs have some mentoring elements incorporated, the institutions lack a thorough understanding of concepts of Youth Mentoring and its applications, thus the effectiveness of mentoring programs was limited. The purpose of this paper is to provide researchers and executors with a clear framework of Youth Mentoring, of which contents: (1) Understanding Youth Mentoring; (2) Youth Mentoring as an essential learning aid; (3) A multi-facet project design examples; (4) The challenges in Youth Mentoring; (5) Conclusion.