The integration of urban and rural education refers to coordinating the development of urban and rural education, integrating urban and rural educational resources, breaking the shackles of urban and rural dual economic structure and social structure, building an educational system and mechanism with dynamic balance, two-way communication and benign interaction, promoting the sharing and complementary advantages of urban and rural educational resources, promoting the mutual support and promotion of urban and rural education, narrowing the gap between urban and rural education, and effectively eliminating the educational imbalance caused by geographical and economic reasons.

In order to narrow the education gap between urban and rural areas, we will explore the implementation of the two-way flexible flow of teachers from Education Group 10% to 20%, and realize the radiation sharing of quality education resources through the exchange and demonstration of quality teachers. At the same time, more than 50 outstanding teachers from urban areas were organized to go to rural schools for multiple rounds of teaching and training, and efforts were made to improve the level of teachers in rural schools.

In the investment of education funds, we should completely change the "dual track system" into the "single track system". Rural schools should be completely decoupled from rural finance from the source of funds, and the county-level financial investment should be changed to the county-level financial investment. In the allocation of educational resources, urban schools constantly transfer outstanding teachers from rural schools to feed back and support rural schools for outstanding principals and teachers of urban schools.

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On the standard of running a school, we should change the unified standard of running a school in urban and rural areas into compensation for weak rural schools, and further tilt towards township schools in terms of funds, teachers and facilities, so as to support the development of rural schools with higher resource allocation standards.

In the system of running a school, it is necessary to change "taking the city with the countryside" into "urban-rural integration". Now the scale of rural schools is getting smaller and smaller, and even there are more teachers than children in some places. Compared with urban schools, teachers in rural schools have less pressure, higher pay and more opportunities to be promoted to senior titles, which leads to the dilemma that rural teachers "don't want to go to schools in cities, but they don't want to go".