教师专业化进程要求传统的教师职业道德向更体现公共服务性、专业自主性的教师专业伦理发展。运用问卷法、访谈法等多种方法,以教师意愿为主体,辅之以学生的视角,尝试建构教师专业化时代所需要的中小学教师专业伦理规范。研究结果显示,教师对职业所具有的社会责任和文化责任已经达成较强共识,对教师职业所具有的服务性、自主性已经达成初步共识;教师对处理与学生、职业、同事关系时适用的行为规则均有不同程度的共识。建构教师专业伦理规范,在法律层面,教师专业伦理规范的制定应与《教师法》等法律法规的修改配套进行;在价值理想层面,应以教师专业伦理精神来重建师德原则;在规则层面,应对教师行为禁令进行充实完善。 Teacher professionalization requires teachers ’professional ethics to develop into teachers’ professional ethics that embody public service and professional autonomy. By means of questionnaire and interviews, we try our best to construct the professional ethical norms of primary and secondary school teachers required by teachers’ specialization with the teacher’s intention as the main body and the student’s perspective. The findings show that teachers have reached a strong consensus on the social and cultural responsibilities that occupations have and that preliminary agreement has been reached on the service and autonomy of teachers ’occupations. The teachers’ ability to deal with their relationships with students, professions and colleagues Rules of conduct have varying degrees of consensus. At the legal level, the formulation of teacher professional ethics should be matched with the revision of laws and regulations such as “Teacher Law”; at the ideality level of teachers, the principle of ethics of teachers should be rebuilt in the spirit of teachers’ professional ethics; at the level of rules, , Should strengthen and perfect the teacher behavior ban.