现代大学制度下加强教师学术权力建设是我国高等教育管理体制改革的重要任务。近年来，诸多法规政策的颁布及实施虽为加强教师学术权力建设提供了合法性依据，却难以有效地构筑其合理性根基；而已有的研究也鲜有从道德根源上对教师学术权力进行考量。教师学术权力伦理问题，即合理性问题，是关系教师学术权力建设的根本性问题。现实中出现的诸多教师学术权力道德失范，都是教师学术权力合理性根基缺失或不足所致。因此，基于伦理学视域，运用案例分析和访谈法、采用规范研究与经验研究相结合的方式对现代大学制度下教师学术权力的道德基础进行研究，具有极其重要的理论价值和现实意义。教师学术权力的道德基础是教师学术权力主体在掌握和运用学术权力时应具备的基本道德品质、道德行为以及应遵循的基本道德规范。它包括三个层次，分别为核心实质层的德性基础、中间行为层的德行基础和外部形式层的规范基础。公正、诚实、友爱和知耻是教师学术权力主体的德性基础，它们从内在和实质两个层面确认了教师学术权力的“善”。公正德性是基于学识能力应得之不平等的平等；诚实德性包括出于学术责任的诚实和伴随坚定信念的心灵诚实；友爱德性是对他人适度的学术关爱；知耻德性是条件性羞耻和宽容性羞耻所体现的行己有耻和知耻且格。道德对话规范是教师学术权力践行的规范基础，它包括道德对话原则和言语的有效性要求。普遍化原则、包容性原则和有效性原则分别保障学术主张产生于合理的道德论证、学术对话的可错性以及学术决策源自“一致同意”。言语的可理解性、陈述的真实性、关系的正当性和表达的真诚性保障教师学术权力主体有效的言说方式。道德对话规范是教师学术权力道德基础的形式之维，遵守道德对话规范的规范行为与出自美德的德性行为共同构成了教师学术权力主体的德行基础。针对教师学术权力道德实践中不断涌现的行为失范，既要加强教师学术权力伦理理论建设确保其道德根基，也应在现代大学制度建设中构建提升其道德水平的制度保障体系。基于美德伦理学和对话伦理学的理论视域，教师学术权力伦理理论将成就学术权力主体的道德人格和保障学术权力的公共理性有机统合。因此，现代大学制度建设不仅要从规制性和规范性要素出发，构建教师学术权力实施的规则体系和道德对话规范有效性的保障体系，塑造学术权力主体的理性规范自我；更要从文化—认知性要素出发，提升教师学术权力的“道德对话境界”，成就学术权力主体的道德自我。教师学术权力“善”的实现，最终是基于道德自我的本源性力量。只有在现代大学人文精神孕育的意义共识框架中，才能实现教师学术权力主体从规范自我向道德自我的升华。

To strengthen the teachers’ academic power in the construction of modern university system is the main task of the management system innovation for higher education. Policy documents can supply the basis for legitimacy, but can’t construct the rational foundation of the teachers’ academic power effectively. Besides, the existing researches pay little attention on the moral foundation of academic power. The teachers’ academic power ethics as well as the foundation of rationality is the key to develop the teachers’ academic power. More and more moral disorder in academic power are due to lack of rationality. Consequently, it is very significant to study the moral foundation of the teachers’ academic power by case analysis and interview method.The foundation of teachers’ academic power includes the basic virtue、moral conduct and moral norm. Justice、honesty、friend and conscious of shame are the cardinal virtues. Justice means giving different evaluation on different learning ability. Honesty includes the academic obligation honesty and the soul honesty with firm faith. Friend is the moderate academic care and the conscious of shame is forbidden to do bad things by someone themselves. The moral norms can shape normative conduct, which is the form dimension of the moral foundation. The principle of universalization ensures the rational moral argument. The principle of tolerant ensures the fallibility of academic dialogue. The principle of validity ensures that moral norm can claim to be valid only that meet with the approval of all the participants. The validity claims of speech are comprehensibility、truth、rightness and truthfulness. The normative behaviors and the moral behaviors from virtue constitute the foundation of the moral conduct.To decrease the moral disorder for academic power, it’s necessary to strengthen the teachers’ academic power ethics and improve the moral level of the academic power. The teachers’ academic power ethics include virtue ethics and discourse ethics, which integrate the moral self with the public rationality. Form the theory of the teachers’ academic power ethics, the guarantee system in modern university system includes the implementation of the system of rules 、the institution guarantee system for the validity of moral norms and the “moral discourse situation” for the moral self. But to realize the morally good of the teachers’ academic power, we should develop the cultural-cognitive factor of the modern university system which shapes the “significance of consensus framework” to improve the moral personality.