Rural teachers are a weak part of China's teacher team. In the past ten years, China has continuously made up deficiencies in its policy, with focus zoomed in from rural teachers, to teachers of village schools and teaching sites, then further to the rural teachers in the weakest poverty-stricken areas, national-level poverty-stricken counties, and last to teachers of areas of extreme poverty like the "three regions and three prefectures" (The "three regions" refers to Tibet, four prefectures of southern Xinjiang-Hotan, Aksu, Kashi, and the Kirgiz Autonomous Prefecture of Kizilsu, and the areas of Sichuan, Yunnan, Gansu, and Qinghai provinces with large Tibetan populations; the "three prefectures" are Liangshan in Sichuan, Nujiang in Yunnan, and Linxia in Gansu.) The construction of rural teacher policy system has been continuously strengthened by refining supplement, enhancing protection, optimizing management and improving quality, which has effectively mitigated the situation of "teachers' unwillingness to teach, to stay, or to teach well in rural areas," and laid a solid foundation for improving the quality of rural teachers and narrowing the gap between urban and rural education. However, there are also deficiencies in the policy of rural teachers, further investigation and monitoring are needed to consolidate the foundation for policy improvement research and reflect the rural point of view in policy making.