好人与好教师

Good Person and Good Teacher

关于教师道德的评价存在两个矛盾的现象，一是教师社会声誉下降与教师呼吁道德减负并存，二是好人与好教师在“应试教育”下相互冲突。教师是否应该是好人成为了一个问题。忽视或弱化教师的个人道德是现代学校教育的工具化、技术化与功利化的后果。面对教育体制的不道德，教师仍应该是好人。教师道德评价的框架和内容从个人—职业、公共—私人两个维度可以概括为私德、公德、师道和师德（专业伦理）这四种类型。教师道德评价的重点应该是教师德慧，即一种基于公共教育责任的价值立场处理不同类型的教师道德的平衡能力。

The assessment of teachers' morality faces two paradoxes. One is that teachers' social reputation descends but they appeal to alleviate moral burdens on teachers. The other is that good person is not good teacher in the examination oriented education system. It is a question whether teacher should be a good person. The neglect or decline of teachers' morality results from the instrumentalization， technicalization， and utilitarianism of modern schooling. When the educational system is immoral， teachers still should be good persons. There are four types of teacher morality assessment framework and content in the dimensions of person occupation relationship and public private relationship: private virtues， public moral ty， teacher morality (professional ethics) and teacher doctrine. Teacher morality assessment should focus on teachers' moral wisdom， referring to the ability to balance and deal with different types of teacher morality based on the public educational responsibility.