In view of the unbalanced distribution of teachers between urban and rural areas, I think it is the responsibility of the government to further allocate teachers in every primary and secondary school in urban and rural areas and ensure that every citizen enjoys fair compulsory education. 1997 The former State Education Commission issued "Several Principles and Opinions on Standardizing the School-running Behavior in the Current Compulsory Education Stage", stressing that the implementation of compulsory education is mainly a government action, and demanding that "education administrative departments at all levels should make overall plans, narrow the inter-school gap, run every school well, standardize the school-running conditions of every primary and secondary school in urban and rural areas, standardize the management level, and improve the quality of principals and teachers. The above documents show that the balanced allocation of compulsory education teachers is the government's. In principle, there should not be a big gap between schools in terms of teachers. (2) Establish a scientific talent flow model. For a long time, whether teachers can enter has been a bottleneck restricting the reform of the personnel system in the education system. Establish a mechanism for the flow of cadres and teachers in basic education schools, use administrative means to promote the flow of outstanding teachers to weak schools, and implement the rotation system, elimination system and sharing system for outstanding teachers, so as to truly balance the level of teachers between urban and rural schools. (3) Choose the overall allocation level, allocate more educational resources and teachers to schools in rural primary and secondary schools and economically underdeveloped areas, narrow the gap with urban primary and secondary schools, and promote their balanced development. The government should also let high-quality teacher resources flow to rural schools and weak schools. (4) We should also support the training of teachers in weak schools and improve the overall level of teachers. For example, carry out teaching and research activities specifically for rural primary and secondary schools, hold hands with urban and rural areas, and help schools in pairs. In addition, guiding rural school teachers to carry out research activities around the problems that need to be solved in their education and teaching can promote teachers' professional development.