目前,高等院校评价一个档案专业教师的业务能力往往以其著作多少和科研成果的多少来衡量,涉及教学方面的评价标准则模糊不清,甚至是空白。教师技术职务晋升只看他搞了多少个编研项目,发表了多少篇论文,于教学方面,只要求教师完成规定的课时即可。一些教师钻了这个空子,对教学胡乱应付,讲授内容陈旧老化,单调乏味,随便迟到早退,教学效果差,误人子弟。这些教师把上课当作“任务”完成,把绝大部分精力和时间放在学习外语、搞科研、写论文以及搞第二职业上,求名求利心切,考虑教学甚少。这是个非常严重的问题。一、高校担负着为国家培养高等专业人才的光荣使命,教育水平是最重要、最关键和最根本的。在对教师的业务水平进行评价考核时,必须将教学水平的评估作为主要内容。一个教师如果没有一定的教学水平, At present, the evaluation of the professional competence of a file professional teacher in higher education institutions is often measured by the number of his works and the amount of scientific research achievements. The evaluation criteria concerning teaching are vague and even blank. The promotion of teachers’ technical positions only depends on how many research projects he has conducted and how many papers have been published. In terms of teaching, teachers are only required to complete the prescribed class hours. Some teachers drilled the loopholes, deal with the teaching of random, lecture content old aging, tedious, just leave early, poor teaching, mistaken children. These teachers take class as a “task” to complete most of their energy and time on learning a foreign language, engage in research, writing essay and engaged in the second occupation, begging for profit, consider teaching very little. This is a very serious problem. First, colleges and universities are shouldering the glorious mission of training higher professional talents for the country. The education level is the most important, the most crucial and the most fundamental. In the assessment of teachers’ business performance appraisal, the teaching level assessment must be the main content. If a teacher does not have a certain level of teaching,