Educational equity is an important foundation of social equity and a solid cornerstone for maintaining social equity and justice. The balanced development of compulsory education in urban and rural areas is an important embodiment of educational equity. Many beneficial explorations have been made in promoting the quality balance of compulsory education in urban and rural areas, and the construction of urban and rural school communities is one of them. However, in reality, there are some problems in the construction of urban and rural school communities, such as the big gap in information technology between urban and rural schools, the failure of community construction mechanism and the lack of precision in support policies, which are difficult to achieve the expected results.

How to solve these difficulties and really promote the quality and balance of compulsory education? First of all, it is necessary to build a teaching and research platform with a total network, resources, teachers, activities and funds between urban and rural areas, and consolidate the foundation of urban and rural information integration within the county. The information technology gap between urban and rural schools is an important factor restricting the construction of urban and rural school education community. According to the idea of standardization, integration and synchronization of smart classrooms in urban and rural schools, we should strengthen macro-planning, establish a systematic and holistic view of resource construction, and gradually improve the long-term guarantee mechanism for information construction in urban and rural schools. Specifically, first, it is necessary to increase the investment guarantee for the construction of educational informatization in compulsory education schools, with emphasis on rural schools. The second is to strengthen the training of information literacy of rural school teachers. It is suggested that through binding regulations, every rural teacher must receive certain hours of educational information literacy training every year, and information literacy training should be regarded as the necessary assessment content of teachers every year. Third, abandon the prejudice of dualism in urban and rural education, reshape the new image of rural education, and guide rural students to understand local culture, love and return to the local area.

Secondly, we should strive to build a deep collaborative learning community for urban and rural teachers. The cooperative learning community of urban and rural teachers is the most critical factor restricting the construction of urban and rural school education community. Deep learning should be guided by the principle of cooperation, integrate various elements in learning, stimulate the intrinsic motivation, values and beliefs of community members and teachers' individual desire for self-growth, and gradually form a self-organizing system that transcends cooperation and collaboration. Specifically, the learning methods should adhere to deep learning methods such as design learning, experiential learning, distributed learning, real situation learning and mixed learning to improve learning efficiency; It embodies deep learning and wisdom generation in learning performance. Respect the inherent laws of the organization and operation of urban and rural teachers' communities, and reasonably guide the construction of various urban and rural teachers' deep collaborative learning communities based on regional, entity, virtual, disciplinary, management and mixed categories.

Finally, the differentiated classification support policy is adopted to provide dynamic guarantee. Policy guarantee is a necessary condition to ensure the construction of urban and rural school education community. First, respect the regional development gap, cultural differences and urban-rural differences, and formulate policies to promote the construction of urban-rural education communities on this basis. The second is to clarify the internal value logic of urban and rural educational communities at the value level. Promoting the integration of urban and rural education should be guided by the concept of equality in the development value of urban and rural education, and the concept of education policy should be constructed on the basis of respecting the integration of urban and rural economy and construction. Thirdly, at the path level, according to the three paths of integration into urbanization, partial urbanization and rural modernization formed in the process of national urbanization, we should formulate our own guiding strategies for the classification of urban and rural educational communities. Fourthly, the unique value of school-based curriculum in urban schools and rural schools is clearly defined at the technical level, especially the local practical value of rural school education is highlighted. Fifth, strengthen the implementation of the policy of building urban and rural educational communities. It is necessary to clarify the development vision of policy description and the original intention of policy formulation, fully consider the constraints of resources, power, alliance strength and background conditions that may be encountered in implementation, and strive to make all relevant personnel involved in the urban and rural teachers' community policy willing to actively promote policy implementation.