在數位媒介與「注意力經濟」高度滲透的當代社會，短影音與網路迷因已成為青少年日常媒體經驗的核心，並在無形中重新編排了其認知節奏與記憶結構。本文旨在探討迷因如何作為當代青少年文化的表述形式，並思索教育者如何將其轉化為課程設計與媒體識讀教學中的可操作資源。本研究回應三項核心問題：網路迷因的文化特徵與語藝結構、青少年如何透過迷因進行認同建構，以及教育者如何將其轉化為教學資源。在研究方法上，本文採文本分析取向，輔以多模態分析與類型化分析，針對近年臺灣社群平台（如Instagram、YouTube、Threads等）傳播率較高的迷因文本進行目的性取樣。研究發現，迷因不僅具備視覺修辭三段論、互為文本性、情感先於邏輯及反諷等高度精緻的語藝特徵，更成為青少年表達情緒、辨識同儕界線與建構「次文化資本」的重要認同媒介。本研究認為，教育者不應將迷因視為單純的學習干擾，而應運用文化回應式教學，將其作為「文化轉譯工具」與引起學習動機的敲門磚，進而培養學生的多模態識讀能力與演算法素養，引導學生從片段化的短影音資訊走向長文本的深度與系統性思考。

In contemporary society, which is highly permeated by digital media and the “attention economy,” short-form videos and internet memes have become the core of adolescents’ daily media experiences, subtly rearranging their cognitive rhythms and memory structures. This paper aims to explore how memes serve as a form of expression in contemporary adolescent culture and considers how educators can transform them into actionable resources for curriculum design and media literacy education. The study addresses three core questions: the cultural characteristics and rhetorical structures of internet memes, how adolescents use memes for identity construction, and how educators can transform them into pedagogical resources. Methodologically, this research adopts a textual analysis approach, supplemented by multimodal and typological analyses, to conduct purposive sampling of popular meme texts on Taiwanese social media platforms (such as Instagram, YouTube, and Threads) in recent years. The findings reveal that memes not only possess highly sophisticated rhetorical features such as visual enthymemes, intertextuality, pathos over logos, and irony, but also act as crucial identity mediums for adolescents to express emotions, identify peer boundaries, and construct “subcultural capital”. The conclusion suggests that educators should not view memes merely as learning distractions. Instead, through culturally responsive teaching, memes can be utilized as “cultural translation tools” and entry points to stimulate learning motivation. This approach can help cultivate students’ multimodal literacy and algorithmic literacy, ultimately guiding them from fragmented short-form information to the deep, systematic thinking required for long-form texts.