Chen Shijian, vice president of Southwest University, said that education is the cornerstone of rural development. Without the modernization of rural education, there will be no modernization of education in China. In view of the current shortage of rural education, Chen Shijian suggested that a rural society centered on rural schools should be established, so that rural schools can truly become the soul of the countryside, endow rural schools with agility and reduce the sense of isolation and loneliness of rural teachers; Build a team of rural teachers, speed up the training of professional rural teachers who abide by rural aspirations, integrate into rural life and benefit rural children, and build a rural teacher education and training system that conforms to the characteristics of rural education.
Xue, a professor at China Institute of Education and Social Development of Beijing Normal University, believes that the essence of education poverty is human poverty in the field of education. The poverty of the people is mainly teachers. If the problem of teachers is not solved, poverty alleviation through education and poverty alleviation through education will not last long. He suggested that teachers' localization training and local pilot projects should be strengthened, teachers in poverty-stricken areas should be trained in a targeted manner, and the income multiplication plan for teachers in poverty-stricken areas should be implemented.
Shao Zebin, deputy dean of the School of Education Science of Nanjing Normal University, put forward a concept of "three-ring differential order structure": according to the prosperity of teachers' residences and workplaces, it is divided into three rings, with one ring being the best, the second ring being the second, and the third ring being backward. He believes that the structure of urban and rural teachers has actually formed a hierarchical structure with the central area as the core and regional differences as the characteristics. The existence of this three-ring differential order pattern has caused many problems for rural teachers. To solve these problems, we must make great efforts to run rural education well and unswervingly implement the strategy of sinking high-quality educational resources.
Zhao, vice president of Northwest Normal University, based on the investigation on the construction of rural teachers in northwest China, called for attaching great importance to the construction of rural preschool education teachers, giving priority to supplementing rural preschool teachers and providing them with high-quality training opportunities.