First, from the perspective of legislation to protect the "teachers' right to flow independently", teachers, as teaching professionals, have the right to education and teaching autonomy, academic freedom, guidance and evaluation, and remuneration. Teachers enjoy legitimate rights and interests, which is a manifestation of fairness in modern society. Therefore, the government and individuals have no right to deprive teachers of the right to move freely and strive for the benefits they deserve. Professor Zhao Lukuan, a famous labor economist, once said: "The labor force belongs to the individual workers, is the most important economic right of the workers, is the basis of other rights of the workers, and is an important part of human rights. Restricting workers' ownership of their own labor means super-economic coercion to workers and means violating human rights. "In this sense, teachers have the right to choose schools freely, and" teachers' autonomous mobility is a legal right that teachers should enjoy "should be written into the Teachers Law to ensure the legitimacy of their autonomous mobility. ?

Second, improve the quality of teacher training and implement all-round and equal quality teacher training. First of all, we should change the low-level training that only pays attention to form, boring content, single method and low efficiency. Pay attention to teachers' teaching practice, use modern teaching methods and means, adopt flexible and diverse training forms, and effectively improve teachers' teaching ability and professional skills. ?

Secondly, school leaders should pay full attention to the training of teachers, especially to the overall training of teachers, rather than just focusing on training several academic leaders and key teachers. Accordingly, the government should organize and mobilize all social forces to give direct financial support, and make full use of the market mechanism to form a good teacher training cost compensation mechanism and investment mechanism. Only by cultivating and training teachers on a large scale with high quality and high efficiency and effectively improving the overall quality of teachers can outstanding talents stand out, make up for the gap formed by the loss of teachers and ensure the benign operation of education and teaching.

Third, cancel the division between "key schools" and "ordinary schools" to realize the balanced development of education in the region. The government should fully implement the ethical principle of "goodness" in the field of primary and secondary education. In school planning, we should devote ourselves to building qualified schools and standard schools instead of establishing key schools and demonstration schools; When investing in running a school, it should be allocated according to the actual running cost and per capita, rather than showing the grade difference of favoritism; In terms of reward and punishment measures, the school is different according to the actual situation, and strives that all management systems can help the overall improvement of primary and secondary schools. At the same time, teachers at the same level (same title) in the same region should receive equal pay for equal work. Only by keeping the actual income of teachers in different regions and schools in a balanced state as soon as possible and shortening the actual income gap between urban and rural teachers can we strive to achieve that the income level and welfare benefits of teachers working in any school are roughly equal. In this way, teachers in underdeveloped areas and rural schools can feel at ease and enjoy teaching.

Fourth, learn from foreign practices and establish a personalized teacher salary system. To establish a personalized salary system for teachers is to break the single salary sequence and adjust the basic salary of different disciplines in different regions according to market demand. In order to solve the problem of teachers in poor and backward areas, or to attract excellent teachers to teach in poor and backward areas, some countries have adopted raising the basic salary (permanently and substantially); Some countries use incentives, such as Australia; Some countries (such as Chile) adopt both methods; Some countries stipulate that teachers' salaries in areas with serious shortage of teachers are higher than those in other areas, such as Sweden. However, no matter which method is adopted, the same feature is that the material treatment of teachers in poor and backward areas is greatly improved and other preferential conditions are provided.

Therefore, in order to protect the legitimate rights and interests of teachers in poverty-stricken areas, we must break the single salary sequence, establish a personalized salary system for teachers, greatly improve the material treatment of teachers in poverty-stricken areas, and provide other preferential conditions. Only by letting teachers go to rural and poverty-stricken areas voluntarily can their enthusiasm and creativity be brought into full play. Any other coercive measures that make teachers unwilling to go to places with poor conditions and poor environment are against teachers' rights and interests.