作为与老师密切接触的受教育者，学生对于教师的评价尤为重要，了解学生对“好老师”的认知与期望有助于提高教育质量，优化教师队伍。本研究采用自编的半结构化访谈提纲，对32名中学生进行了深入访谈，并基于扎根理论的方法，构建了中学生心目中的“好老师”特征模型。同时，本研究还对比分析了中学生心目中的“好老师”“喜欢的老师”以及“不好的老师”的概念界定与特征差异。

研究结果显示，中学生眼中的“好老师”特征模型主要由职业道德、教育教学观念、教育教学能力以及教育教学行为这四大核心范畴构成。其中，职业道德是基石，教育教学观念是指导，教育教学能力是实施手段，而教育教学行为则是外在表现。此外，研究还发现，中学生心目中的“好老师”和“喜欢的老师”标准存在差异，并主要分为两种观点：第一，好老师的评价标准更客观，喜欢的老师评价标准则更主观；第二，好老师的评价标准更高、更综合，喜欢的老师标准则更狭隘。至于中学生心目中“不好的老师”的特征，包括师德师风、管理能力、教学水平、伤害学生四个核心范畴。通过对比“好老师”与“不好的老师”的特征，我们发现两者并非完全对立。

基于以上研究结果，本研究提出以下政策建议：首先，国家应持续加大教师队伍建设力度，提升师资质量，并提升教师的社会地位和待遇。通过搭建高校、教研员、教师等多方主体的对话平台与支持系统，促进教师教育理念与教学方法的更新，以更好地应对教育实践中的挑战。其次，完善教师评价和奖励机制，赋予学生评价教师的权利，建立科学、公正的教师评价体系，对表现优秀的教师给予表彰和奖励。最后，构建和谐师生关系，营造尊师重教的社会氛围，家长和学生也应积极配合教师工作，共同促进教育事业的健康发展。此外，教师也应不断提升自身专业素养和教育能力，与学生建立有效的沟通机制，关注学生的成长需求和心理变化。

As students who have close contact with teachers, their evaluations of teachers are particularly important. Understanding students' perceptions of "good teachers" can help improve teaching and optimise the teaching staff. This study utilised self-designed semi-structured qualitative interviews to conduct in-depth interviews with 32 secondary school students. Based on the Grounded Theory method, a model of the characteristics of a "good teacher" from the perspective of secondary school students was constructed. Besides, this research also analysed the differences in defining and characterising "good teachers", "popular teachers" and "bad teachers" from the perspective of secondary school students.

The results of the study show that the model of characteristics of a "good teacher" from the perspective of secondary school students mainly encompass four core categories: professional ethics, pedagogical beliefs, pedagogical capabilities, and pedagogical behaviors. Among them, professional ethics serves as the foundation, pedagogical beliefs, as guidance, pedagogical capabilities as the means of implementation, and pedagogical behaviors as external manifestation. Furthermore, the study found that there are differences in the standards between a "good teacher" and a "popular teacher", which mainly fall into two viewpoints: firstly, the evaluation criteria for a good teacher are more objective, while for a popular teacher, they are more subjective; secondly, the evaluation criteria for a good teacher are higher and more comprehensive, whereas the criteria for a popular teacher are more narrow. Regarding the characteristics of a "bad teacher", they include professional ethics, managerial ability, teaching level, and harm to students as the four core categories. By comparing the characteristics of a "good teacher" and a "bad teacher", it was found that the two are not completely opposite.

Based on the research findings, this study proposes the following policy recommendations. Firstly, authorities should continue to enhance the quality of teachers and teachers' social status and treatment. Establishing a communication platform and support system involving universities, researchers, and educators, promotes the updating of teachers' educational concepts and teaching methods to address the challenges in educational practice better. Secondly, improve the teacher evaluation and reward mechanism, empower students to evaluate teachers, establish a scientific and fair teacher evaluation system, and commend and reward outstanding teachers. Lastly, fostering harmonious teacher-student relationships, creating a social atmosphere of respecting teachers and education Moreover, parents and students should actively support teachers' work and jointly promote the healthy development of the education cause. In addition, teachers should continuously enhance their own professional qualities and educational abilities, establish effective communication mechanisms with students, and pay attention to students' growth needs and psychological changes.