【摘要】 在教师进入利益相关主体视域时，教师年龄的重要性凸显，已然成为儿童的教师审美维度、家长的教师选择依据和政府的教师管理工具，但教师年龄评价背后的价值偏好与生成机制却未被系统分析。在教师年龄观建构中，作为利益相关主体，儿童、家长与政府的参与增强了建构丰富性，同时也因儿童的年轻教师感性偏好、家长的中年教师经验取向、政府的返聘教师成本侧重导致一些问题。为解构教师年龄观中的认识偏差，需对儿童低阶审美、社会功利主义、政府有限理性的生成机制进行深入研究。在教师年龄观建构的偏差反思与机制分析的基础上，探索教师年龄观的辩证应对与重构思路必要且紧迫，教师要积极建构彰显教育功能的年龄样态，家长和儿童要走出对教师年龄的刻板认知，行政主体要恰当地使用教师年龄政策工具。更多还原

【Abstract】 When teachers enter the purview of stakeholders, their age assumes growing importance. A teacher’s age serves as an aesthetic dimension of children, a selection criterion for parents and a policy tool for government to manage teachers. However, the value preferences and underlying mechanisms shaping evaluation of teacher age remain underexplored. In shaping perceptions of teacher age, the involvement of stakeholders, including children, parents and government, enriches the discourse. However, it also introduces challenges stemming from children’s preference for younger teachers, parents’ inclination towards middle-aged teachers’ experience, and the government’s focus on the cost-efficiency of rehiring retired teachers. To address the cognitive bias of teacher age perceptions, it is necessary to conduct in-depth research on the generation mechanisms of children’s lower-order aesthetics, societal utilitarianism and the government’s bounded rationality. Building on reflections and analyses of biases in teacher age perceptions, it is necessary and urgent to explore strategies for reconstructing and dialectically dealing with the perceptions. Teachers should actively shape age-related perceptions that highlight their educational roles. Parents and children should move beyond the stereotypes about teachers’ age. Administrative subjects should properly use teachers’ age as a policy tool.更多还原