The Research On The Ethical Issues Of Primary And Secondary Teachers

At present, the life is planned as blind mechanical behavior by all kinds of socialsystems and standards. People lose their happiness in the interests and forget the meaningof life in social norm. It seems that behavior is just for achieving normative goal of thesystem instead of attaining certain meanings of life. Teacher evaluation is put in thesesocial backgrounds. The rationality of evaluation activity essence is avoided or covered bythe rationality of evaluation process----it is strictly forbidden to evaluate teachers simplyaccording to enrolment rate and exam results; make the teacher occupation admittancesystem strict and strengthen teacher appraisal management; break teachers'“lifelongtenure”. Our country is trying to bridge the cracks of the teacher evaluation with systemsand technologies. Take an example from the series of new policies, qualification test forteachers is raised to “National Examination”. However, the “justness” of teacher evaluatesystem is constantly questioned by the society:“How does‘three kinds of people unwanted'recruitment examination ensure ‘the best one teaches'?”,“Can assessment help teachersbe better?”......At the same time, being in teachers' field and walking in the forest ofevaluation systems and standards, teachers often feel exhausted and confused-----“Theteachers in Guizhou Number One Middle school took part in the final examination and theresults were posted for public attention, which gave rise to controversy.”,“Who doesteacher evaluation represent for?”,“Where are the teachers'freedom and happiness in theevaluation?”. These questions about “interests”,“rights”,“freedom”,“happiness” are theclosely questions of “Where is the teachers' happiness?”. Admittedly, the problems aboutteacher evaluation are not the problems of simple system content and technology any more,which have already been out of the research on evaluation theory and ripened to originalresearch on the problems. Ethical elements, such as system justice, interests, rights,freedom, happiness, can be only deconstructed and answered in the field of ethics. Ethics isaxiology and evaluation is the judge for value, both of which are corresponding in theory.Therefore, the research investigate the ethical problems existing in teacher evaluationsystem, evaluation system and practive in the perspective of ethics and explore the root ofthe problems in the guide of social ethics methodology, trying to find the feasible way forteacher evaluation system in the implication of conception ethics.On the level of ethics, the paper presents the ethical premise of teacher evaluationsystem in the field of ethics, acquires the ethical factors that influences teacher evaluation,establishes internal and external dimensions of teacher evaluation system, formulatesthree-dimension evaluation standard and implementation strategy, expands the researchideas about ethical problems of teacher evaluation, which lays a theoretical foundation forthe later research. On the level of practice, it analyzes the historical process of teacherevaluation system, summarizes the types and characteristics of the system and analyzes theproblems of ethical problems in the teacher evaluation, which contributes to the fairness ofteacher evaluation system, materiality and rationality of evaluation system, assessment of practical activity related to teachers' equality and freedom and also the meaningful life.This study analyzes the historical process of teacher evaluation system. According tohistory dating, the teacher evaluation system in China is divided into three historicalperiods, which are system preliminary formation period at the end of the Qing Dynasty;system reconstruction from the new China establishment to reform; system regularizationperiod during social transformation. While analyzing the text about teacher evaluationsystem in every period, the paper summarizes three systems that form teacher evaluationsystem and analyzes the characteristics of these three systems in every historical period,which are appointment and qualification certification system on the entry-level, evaluationsystem and incentive system during the work.From the perspective of ethics, the paper reveals the ethical problems in the threedimensions of teacher evaluation system, evaluation system and practice. The paper showsthat there is "national" utilitarian orientation in teacher evaluation system nowadays; Thesystem itself has defects of "justice"; there is erroneous judgement on teachers for someinterests; the teachers suffer from the depression of inhibiting pleasure principles, whichlead to "Legitimacy" crisis in teacher evaluation system. Meanwhile, teacher evaluationsystem caused the cracks between individuals and society, unbalance of rights andobligations, losing of teachers'“Spirit of Freedom”. In the construction andImplementation of teacher evaluation system, the “efficiency”of teachers' work results isexcessively aspired; there are less care for “human being” and the compromise under theself-interest; Teacher evaluation falls into “heartless world”; there is no small communityas community of practice; teachers are over molded; there is no monistic spiritual values inevaluation, which caused that teacher evaluation system can not get out of the negativeeffect of accountability; teacher evaluation index system handles teachers withdepersonalization; the problems about fairness are highlighted in the teacher evaluationindex system.“Human beings” are marginalized. These are the main reasons for ethicaldilemmas.The paper intends to deal with the rationality of teacher evaluation on the level ofethics. By making ethical basis of teacher evaluation clear, studying and establishingethical factors that constitute internal and external dimensions of teacher evaluation system,three-dimension evaluation standards of teacher evaluation is set. Then we can make noticefactors in teacher evaluation practice clear, put forward improving strategy of teacherevaluation system and achieve the ethical goal of teacher evaluation.