There are 7 million full-time primary school teachers in China, including 3 million full-time primary school teachers in rural areas, accounting for 42.9%; There are 34.5 full-time teachers in every primary school in China, while there are only 19 full-time teachers in every rural primary school. In China, each full-time teacher is responsible for 17. 1 pupil, while in rural areas, each full-time teacher is responsible for 20 pupils.

From these data, we can see that the number of full-time teachers in rural primary schools is insufficient and the burden is too heavy, so it is difficult to ensure that every class has qualified professional teachers to teach. In addition, due to the income gap between urban and rural areas, career development space, living environment and other factors, the full-time teachers in rural primary schools have a high turnover rate and few new recruits, which leads to problems such as aging, unbalanced structure and low quality.

Due to the shortage of teachers and other reasons, rural primary schools often adopt multi-level classes, one-person multi-class and cross-school teaching, which is not conducive to teaching students in accordance with their aptitude, stimulating students' interest and potential, and cultivating students' innovation and practical ability. At the same time, due to the lack of effective teaching evaluation and supervision mechanism in rural primary schools, it is difficult to guarantee the teaching quality and evaluate the teaching effect.

In addition, due to the lack of teaching ideas and methods of keeping pace with the times in rural primary schools, the teaching content and form are single, outdated and rigid, which makes it difficult to adapt to the changes and needs of society and cultivate students' comprehensive literacy and core literacy.

Countermeasures for the development of rural primary education;

Strengthen the construction of teachers. Teachers are the core resources and basic guarantee of rural primary education. In order to solve the problems of insufficient number, heavy burden, high turnover rate and low quality of full-time teachers in rural primary schools, the following measures should be taken: First, increase the recruitment and training of full-time teachers in rural primary schools.

By optimizing the enrollment policy, increasing the enrollment ratio, expanding the enrollment scope, and strengthening training and assessment, we will attract more outstanding talents who are interested in rural primary education.