教育理论与实践

教师队伍建设的关键在于新老教师的发展性继替。然而已有研究所广泛关注的教师专业发展策略主要遵循的是共时性机制，忽视了“代际”的历时性维度。布迪厄的实践理论“教师教学惯习的代际再生产”可以作为我们理解教师世代之间传递性影响的一个解释框架。若教师教学惯习的代际再生产滞后于教育教学改革的速度，可以概念化为“教学惯习迟滞”；新生代教师在学生时期接受教育时形成的教学惯习和新生代教师入职成为正式教师的这段时间间隔，概念化为“惯习迟滞距离”，“惯习迟滞距离”越大，阻滞效果越强。为此，引导“惯习迟滞”走向“惯习”，着眼于发展教师实践的创造性面向和面向儿童成长的教育内核是防止教师教学惯习代际再生产阻碍教育教学改革实效的关键。

The key to the construction of teaching staff lies in the developmental succession between veteran and novice educators. However,existing research on teacher professional development strategies has predominantly focused on synchronic mechanisms,neglecting the diachronic dimension of “generational” transmission. Bourdieu's practice theory,particularly the concept of “the intergenerational reproduction of teaching habits”,provides an explanatory framework for understanding the transmitting influence among generations of teachers. When the intergenerational reproduction of teaching habits lags behind the pace of educational reform,this phenomenon can be conceptualized as“teaching habit inertia”. The temporal gap between the formation of teaching habits on the part of new generation of teachers when they are still students and when they become teachers after graduation is termed as the “habit inertia distance”. The greater the distance is,the greater the blocking effect is. Therefore,to direct the “habit inertia” to move towards the “teaching habit”,it is necessary to focus on the development of the creativity of teaching practice and the educational core of children's growth,which is the key to protect the intergenerational reproduction of teaching habits from hindering the effectiveness of educational and teaching reform.