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in recent years, many rural primary schools have been on the verge of crisis due to insufficient enrollment, and even encountered difficulties in recruiting students. this not only reflects the lack of educational resources in rural areas, but also reflects people's concerns about the prospects for the development of rural education.

under such circumstances, how can rural education truly "break through" and develop?

some industry insiders believe that rural education should follow the direction of "three advances in parallel", promoting "small and beautiful" schools by cultivating sentiments, promoting "small and excellent" schools by cultivating teachers, and promoting "small and special" schools by cultivating characteristics.

however, rural education faces many challenges. first, the current situation of the teaching staff is one of the important aspects that need to be improved. the polarized age structure, the single teaching and research activities, the difficulty in stimulating the innovative vitality of teachers and other problems plague the development of rural schools.

secondly, parents still have a "filter" for education in towns and rural areas, and this cognitive model needs to be broken. for rural schools, the reform of the school management system is the key to solving the problem. some experts suggest that when the number of students is less than 100, the school will be included in the key monitoring; when it is reduced to 80, it will be downgraded to a town center school; if it is further reduced, the town (district, street) government will issue an opinion and report it to the county government for approval, and the school will be closed and merged at the appropriate time.

faced with these difficulties, the provincial department of education formulated basic operating requirements for small-scale rural schools and township boarding schools. following the principle of "filling in what is lacking", it found out the bottom line and made preparations based on actual conditions. for small-scale schools with less than 100 students, public funds will be allocated based on 100 people.

in addition, jiangsu second normal university has also trained a large number of normal students who are targeted to be rural teachers, injecting new vitality into the development of rural education.

"teachers are the key to education," an expert pointed out. "if we want to revitalize rural education, we must stimulate the creativity of rural teachers and principals."

many teachers in small schools in rural areas come from rural areas and have a deep understanding of students' living environment and educational needs. this background makes rural teachers play a more important role in teaching and contribute to the development of rural education.

in short, the future of rural education is worth looking forward to, but it faces both challenges and opportunities. it is necessary to break the misunderstanding of "efficiency first" and formulate a more appropriate policy for the classified development of rural schools, so that rural education and urban education can complement each other and jointly promote the development of chinese education.