1. The education of teachers' morality is not strong enough, and teachers' professional ethics is declining. In recent years, influenced by the tide of market economy and social atmosphere, the professional ethics of some rural primary and secondary school teachers has seriously declined. According to the survey, in some rural schools, individual teachers have been on sick leave for a long time to do business outside and temporarily find someone to replace them; Some teachers have long been addicted to mahjong gambling and have to run errands in class; Some schools don't have strict attendance system, and some teachers take long vacations when they have something to do, and take short vacations when they have nothing to do. The school is not binding enough on them. Individual teachers' language is vulgar, their behavior is disorderly, their educational methods are simple and rude, and corporal punishment and disguised corporal punishment seriously affect teachers' image and prestige among students. All the above performances fully prove that the professional ethics of rural primary and secondary school teachers has seriously declined. The author believes that the reasons for these problems are as follows: first, the education administrative departments and schools attach importance to talents and morality, attach importance to the construction of teachers' morality, implement few measures, and impose small penalties, which is not enough to attract attention; Second, many teachers enrolled in rural primary and secondary schools graduated from colleges and universities after the expansion of enrollment, and their knowledge and cultural literacy are far behind those of graduates before the 1990 s, with insufficient sense of responsibility and weak dedication to work; Third, a large number of non-normal graduates enter the education industry and undertake the education work, lacking the necessary training, tentative practice and educational psychology knowledge in education.

2. Rural primary and secondary school teachers lack learning motivation, outdated knowledge and lack of enterprising spirit. In the era of advocating universal reading and building a learning society, rural primary and secondary school teachers, as the main force leading rural advanced culture, should make contributions to promoting learning units, learning communities and learning village groups. However, it is understood that rural schools, especially those below junior high school, have a weak learning atmosphere and insufficient learning motivation. There are no other books, educational masterpieces and Chinese and foreign classics except the textbooks and teaching reference materials placed on the desk. They have a narrow vision and limited knowledge. They think that in this small world, there is enough ink in their stomachs to cope with primary and secondary school students. This is because, first, teachers have no strong desire to learn, do not pursue Excellence, and regard education full of innovative work as an annual repeat of a class; Secondly, the school measures are not effective, and there is no clear and binding assessment method. Third, the academic atmosphere on campus is not strong. When everyone is talking about the auto market, the property market and financial management, it is difficult for some people to settle down and study. Apart from some utilitarian studies, few people take the initiative to learn by taking part in correspondence self-study exams and getting diplomas. Old knowledge leads to old methods, and old methods lead to backward education. In the wave of new curriculum reform, teachers' knowledge has become outdated, which has become a bottleneck restricting the development of education.

3. The mismatch between teachers' majors is very prominent. In recent years, the Education Supervision Office of a county people's government found in the process of supervision and evaluation of rural junior high schools in the county that the mismatch of subject teachers' majors is very common or even very serious. The mismatch rate between a junior high school teacher's teaching major and his major reaches 40%. Due to the serious shortage of teachers in some disciplines, teachers in other disciplines have to undertake teaching tasks that they cannot afford. On the one hand, it is difficult for teachers to teach, on the other hand, it also seriously affects students' learning quality and interest. For this, schools, students and parents are very helpless.

4. The backward means of rural teachers' education has affected the smooth implementation of the new curriculum reform. Judging from the current situation of classroom teaching of rural primary and secondary school teachers, many teachers are backward in teaching methods, outdated in teaching concepts, lacking in passion in teaching language, and the teaching process does not reflect the awareness of keeping pace with the times. Although some classes adopt the way of group cooperative learning, they are superficial and do not stimulate students' interest in learning and desire to participate in lectures. Judging from the application of modern educational technology, the utilization rate of modern educational technology and equipment in rural primary schools is low, and teachers' application ability is not high. Due to the rural teachers' lack of understanding of their own quality and the sense of urgency in using modern educational technology, their awareness of autonomous learning is not strong, which reduces their initiative in using modern educational technology, thus affecting the improvement of students' overall quality.

5. There are few training opportunities for rural teachers, and there are few factors to internalize their abilities through training. Due to the difference in educational resources between urban and rural areas, some outstanding teachers and teaching backbones are concentrated in urban primary and secondary schools, and the training opportunities for rural primary and secondary school teachers are relatively lower than those in cities. Although schools and school districts have organized in-school and in-town training according to the requirements of their superiors, the training level is low and the pertinence is not strong, and teachers have not paid enough attention to it, with little effect. Some teachers who went out for training did not popularize advanced experience on a large scale after they came back, and the information was shelved. They still use their own methods in teaching, which makes the training not play its due role.

6. The teacher evaluation mechanism and incentive mechanism are not perfect. Some schools lack scientific teacher evaluation system and teacher incentive mechanism, and many schools take students' test scores as the only basis for evaluating teachers. For a long time, the phenomenon of "big pot rice" has caused teachers to lack competition consciousness, hard-working motivation and innovative spirit. A considerable number of rural primary and secondary schools lack scientific incentive measures, and the quantity and quality of teachers' teaching skills, published papers and teaching and scientific research achievements are less, which affects the improvement of teachers' professional level and teaching quality.

The above performance fully shows that the problems existing in the construction of rural primary and secondary school teachers have become the bottleneck restricting rural economic and social development and directly affect the sustainable development of rural education. Therefore, we must find out the problems, analyze the reasons, find the right direction, find the right way, attach importance to and strengthen the construction of teachers, so as to ensure the smooth progress of the new curriculum reform and the sustained, healthy and coordinated development of rural education.