目前,许多学校采用班主任工作量化和目标考核相加的办法,既常规与特色合二为一的考核制度。具体就是把考核指标进行分解,分别给予不同分值,评分时把实际所得分值相加,最后总分就是考核成绩从技术看,利用这套考核系统,可以让工作内容量化,把具体工作分数化,从而破解了工作与工资挂钩的难题,为管理者提供了奖优罚劣的依据,也为全体班主任指引了工作努力的方向。事实上这恰恰违背了考核的初衷,简单、粗陋的指标,进一步加重了学校教师的工具理性,导致其工作必然围绕指标转,急功近利。因 At present, many schools adopt the method of adding the teacher’s work quantification and goal assessment, which is a combination of both the conventional and the special features. The specific is to decompose the assessment index, respectively, to give different scores, the actual score when the score added, the final score is the assessment results from the technical point of view, the use of this assessment system, you can make the content of the work, the specific job scores In order to solve the problem of work-pay linked to provide managers with the basis of merits and demerits, but also for all the class director of the direction of hard work. In fact, this just violated the original intention of assessment. Simple and crude indicators further aggravated the instrumental rationality of school teachers, which led to the inevitable revulsion of their work around indicators. because