1. We must get out of the misunderstanding of rural education that has nothing to do with rural construction. For a long time, the continuous strengthening of urban-rural dual structure has not only marginalized rural society, further alienated rural areas from cities, but also alienated rural education from China education. Rural schools are losing their function of transforming rural society and creating new alienation between them and rural construction. Under the influence of the baton of college entrance examination, enrollment rate and policy orientation, urban education has quickly become a model of rural education and an example that is forced to follow. The curriculum reform of basic education completely ignores the essence and characteristics of rural education, and completely ignores the role of rural education in rural society. There is no serious reflection on whether the new curriculum reform rapidly pushed across the country is suitable for rural education, and whether rural education should be treated differently from urban education and how to treat it differently. Therefore, we must face up to the rural education in China and start from the root. The road of rural education is to insist that rural education and rural construction go hand in hand, integrate rural education and rural development, and consider rural education and solving the "three rural issues" together.

2. The central government and local governments must also fully undertake the investment in the development of rural basic education, because it is impossible to maintain the demand of educational development by raising funds from farmers who are already extremely poor. It is not only a drop in the bucket, but also an expedient measure to rely on charitable donations from society to develop rural education; We must treat urban and rural basic education differently and strive to explore a road of basic education that adapts to rural development. We should study and discuss the development strategy of rural education as soon as possible, so that rural children can have a way under their feet even without employment, and farmers and their children can establish confidence in education.

3. There is still a big gap between rural teachers and educational development needs. At present, rural teachers are mainly composed of three parts: first, a group of middle school teachers and students in the early 1980 s, who obtained college diplomas by correspondence or self-examination, have now reached middle age, and there is a gap between knowledge updating and the requirements of contemporary education reform and innovation; Second, a certain proportion of "people-to-public" teachers and "substitute teachers" have long teaching experience, but most of them have not received formal normal education and their quality is uneven; Third, a group of new teachers with undergraduate and junior college degrees who graduated in recent years have yet to accumulate teaching experience.

4. Further improve the level of teachers. The shortage of high-level teachers makes it difficult to guarantee the quality of rural education. With the increasing demand of farmers for quality education, some parents send their children to county-level schools with strong teachers, which leads to the shortage of students in rural schools. However, some county-level primary schools have large classes with about 70 students, and the maximum class size exceeds 1 10. At present, the flow of teachers is basically gathering in places with concentrated talents and good material conditions. To reverse this situation, the key is to accelerate the development of local economy. Only when the economy develops can we really solve the problem of the construction of teachers.

In a word, Liang Shuming realized that China's problems were rural problems, and thought that China's education should be done in rural areas. He came to the countryside from the city to practice the desire of combining intellectuals with the people. His spirit is commendable, and he has also brought contemporary scientific ideas and methods to backward rural areas, making great contributions to improving rural education.