Personally, I don't think this is a good idea. Waste manpower and weaken the quality of urban teachers. Affect the quality of education in the city. Only a few excellent teachers can not change the present situation of rural education. Only by solving problems from teachers' own thoughts is the key for teachers to take root in rural education. Only by fundamentally solving the problem can it be effective. If you rob Peter to pay Paul, you will get nothing back.

Can only say that it's fantastic, daydreaming! Formalism can only become a mere formality, which has no substantive significance and no practical effect. Education is a work of conscience, which needs a pure heart loyal to the party's educational cause. However, there are absolutely no teachers in the city who want to go to the countryside. How can they rest assured of rural education? Their biggest role in going to the countryside is to make rural education worse. As the saying goes, it is not sweet to twist a melon, and it is not a husband and wife.

Beijing took the lead in implementing the inter-school rotation system for principals and teachers in urban areas. If good schools and bad schools between urban and rural areas are also implemented, the purpose of sharing and balanced development of educational resources can be achieved.

Right, right, but now all the teachers who support education will only stay for a while and leave!

Why? The main reason is that the education in rural areas is too backward, and the conditions are difficult to retain excellent teachers!

Some people go to the countryside to teach, but because of the environmental impact, they return to the city a few years later! There are only a handful of teachers who have not returned to the city to stay in the countryside!

The housing environment and teaching conditions in rural areas are not as good as those in cities. There are no buses and running water in rural areas, and water use is a problem in some places!

How can we retain excellent teachers in such an environment?

The key is to increase investment in rural education and change the current predicament of impassable roads and water!

This changed environment will naturally retain excellent teachers!

First of all, absolutely say: feasible, very feasible! The practical experience of implementing urban excellent teachers' feedback to rural education proves to be feasible and effective.

Secondly, it is of great significance to let the excellent teachers in the city take turns to go to the countryside to support rural education, which will promote the balanced development of urban and rural education, promote education equity and improve the quality of the whole people. First of all, excellent teachers from cities can enrich the teaching staff of rural schools, narrow the gap between urban and rural education resources and effectively improve the level of rural education. Second, the excellent teachers in the city have brought advanced educational concepts and methods, which can broaden the horizons of rural children and receive more and better education. The third is to let the teachers in the city truly realize the difficulty of rural education and realize the progress and growth. Fourth, cultivate and promote the reform of rural teachers' teaching methods and the improvement of students' learning methods, and promote the improvement of rural education and teaching quality. Fifth, it can change the living and working environment of urban teachers and play an important role in supporting the development of rural education in many aspects.

Third, although the implementation of excellent teachers from urban to rural areas has achieved positive results, there are still some unsatisfactory places. First, limited by objective conditions, the number of outstanding teachers selected by cities obviously cannot meet the demand of rural education for teachers. Second, the teaching time is generally short, generally one year. Excellent teachers are unfamiliar with rural schools and have no time to teach with peace of mind. It is necessary to appropriately extend the teaching time or implement counterpart support between urban and rural schools for at least ten years. Third, the living and work subsidies for teaching teachers also need to be continuously improved. Fourth, funded schools need to do a good job in supporting work.

Finally, it is necessary to form a system for outstanding urban teachers to go to the countryside to teach, and constantly improve it. The promotion of professional titles should not only have at least one year's experience in rural education, but also be inclined to all aspects of rural education in order to promote the implementation of the rural revitalization strategy.

This is simply not feasible. This is not only unhelpful to rural teaching, but also harmful to teachers. In this way, the countryside will not be good and the city will be dragged down.

If forced, it will eventually become formalism.

There are many reasons for the lack of rural educational resources. On the one hand, due to the advancement of urbanization, all resources are transferred to cities. Anyone who has some conditions is afraid to rent a house in the city and resolutely send their children to school in the city. What's left is that parents don't pay attention to it or their ability is insufficient, which leads to the quality of rural students getting worse and worse (there is no discrimination here, people are all equal, but we have to admit that IQ is different). On the other hand, due to students, infrastructure, attention and other reasons, left-behind teachers in rural areas have also lost their enthusiasm, and the teaching quality has been declining, forming a bad cycle.

To solve this problem, it is not as the title says. At present, the family is implementing the rural revitalization strategy, we will wait and see!

The backwardness of rural education is not a problem of poor teachers, but a problem of cognition and concept. The countryside thinks the county town is good, the county town thinks the provincial capital is good, and the provincial capital thinks foreign countries are good. This is actually the heart of comparison and self-esteem. So, even if you send a professor from Tsinghua Peking University to teach in the countryside, it will be a chicken feather in the end.

To be sure, this idea is aimed at the present situation of education in China. When there is no good method, good people provide good methods. When you think about it, its code has the following advantages:

First, excellent teachers going to the countryside to support rural education can reduce or stop choosing schools. In recent years, there has been a phenomenon that rural schools have empty buildings and no students. The main reason is that some people think that the teaching level of rural teachers is low and they are afraid of delaying their children's future, so they follow the trend and choose schools to run to the city.

Second, for rural teachers, it is also an ideological baptism, but also an exercise and test. It is also a big test of life. Chairman Mao, the great leader, said: "The countryside is a vast world with great potential."

Everything has two sides, both advantages and disadvantages.

For those who are caring and have a sense of social responsibility, they are willing to contribute to rural education and be the ladder for farmers' children. But for some teachers who are used to the superior environment in cities, they simply can't stand the harsh environmental conditions in rural areas. Even if I reluctantly go to the countryside, I don't have the heart to teach well. How can they teach well? ! How to teach good students with gilded thoughts? !

Of course, once it is tried out, there must be measures and methods. For example, teachers who have made outstanding achievements in rural areas are actively required to give political and economic rewards and raise their salaries. For those who go to the countryside passively, while raising their wages, they should implement an assessment mechanism to combine teaching achievements with rewards and punishments.

This is my opinion, is it appropriate? Please enlighten me!

It is feasible from the perspective of balanced development of urban and rural education. Excellent teachers are also needed in rural areas. In recent years, the situation of teaching in rural areas is still relatively good and the effect is very good. This is what we learned from the investigation on the quality of education and teaching in rural primary and secondary schools.

First of all, teaching in rural areas is conducive to further improving the development of rural education. At present, many excellent teachers in rural areas teach in urban schools through open recruitment, transfer and secondment, so the rural teachers are relatively weak. Since the implementation of the policy of outstanding urban teachers going to the countryside to teach, rural education has improved significantly.

Second, teaching in rural areas is conducive to the balanced development of urban and rural education. In many places, due to the limitation of teacher establishment, the number of teachers can not be enriched for the time being, which seriously affects the normal work of rural education and teaching. Therefore, it is imperative to go to the countryside to teach.

Thirdly, rural teaching has played a role in spreading, helping and driving the improvement of rural education quality. Through the teaching of excellent teachers in cities, giving full play to the role of communication, help and guidance has a very obvious effect and is conducive to improving the quality of education and teaching in rural schools.

Fourthly, teaching in the countryside has stimulated the passion of urban teachers to teach in the countryside. The survey shows that many teachers, especially those who need professional title evaluation, have high enthusiasm and willingness to teach in rural areas. However, due to limited places, many teachers want to teach in the countryside but can't. Because teaching in rural areas gives many preferential policies to urban teachers who teach, and at the same time provides many conveniences in the evaluation conditions of professional titles, which is beneficial to teachers.

According to the survey results and what we know, the policy of teaching in rural areas is feasible.