中小学教师任职情况考核(简称教师考核,下同)是一件非常复杂而又十分细致的工作。传统的单纯定性的考核方法对用单指标进行考核是有效的,但对用多指标进行全面考核则带有很大的主观性和片面性,且考核结果也难以综合。对教师工作的评价不能离开对教师工作性质和特点的认识。中小学教师劳动的对象是具有思想感情、受社会各方面影响、年龄不同、个性各异的青少年。青少年的差异性和多变性,决定了教师劳动必须采用灵活多变的方法,所谓“教学有法、教无定法”就是证明。教师的劳动也是一种精神劳动,除了在素质、能力方面有较高要求外,还要求教师用人格、情感、意志、性格去熏陶、感染学生,对学生起潜移默化作用。教师的劳动产品是学生的学习和发展,它包括知识的、智能的、心理的、身体的、人格的,这些产品的质量绝不能都用一个数字 The assessment of the qualifications of teachers in primary and secondary schools (referred to as teacher assessment, the same below) is a very complex and very detailed work. The traditional simple qualitative assessment method is effective for the assessment with single indicators, but the comprehensive evaluation with multiple indicators is highly subjective and one-sided, and the assessment results are difficult to integrate. The evaluation of teacher work cannot leave the understanding of the nature and characteristics of teachers’ work. Primary and secondary school teachers work with young people who have thoughts and feelings, are influenced by various aspects of society, have different ages, and have different personalities. The diversity and variability of young people determine that teachers must adopt flexible and varied methods of labor. The so-called “teaching law, teaching law is not law” is proof. Teacher’s labor is also a kind of spiritual labor. In addition to higher requirements in terms of quality and ability, teachers are also required to use their personality, emotion, will, and personality to edify and infect students, thus exerting a subtle influence on students. The teacher’s labor product is the student’s learning and development. It includes knowledge, intelligence, psychology, physical, and personality. The quality of these products must not use a single number.