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To solve the problem of the construction of the rural teacher team, we should not only pay attention to their social role as 'teachers', but also return to the life ontology of teachers as 'humans'. From the perspective of life quality evaluation, the current poor life quality of rural teachers in China is mainly reflected in the following aspects: rural teachers fall into the dilemma of the self-professional identity under the cover of the group identity; teachers' professional development under the standard of 'policy and expert' has alienated the 'mankind subjectivity' of rural teachers; the rural teachers and the rural society are estranged from each other; and the rural teachers' discourse power is weak. It is suggested that the government and the society should strengthen the humanistic care for rural teachers and improve their quality of life in the following aspects: improving the education legislation and establishing a long-term mechanism to ensure the life quality of rural teachers; reducing the burden of rural teachers and stimulating their self-conscious endogenous motivation; stimulating their social feelings and establishing their dominant position in rural education; protecting their discourse power and making them establish their own identity. [ABSTRACT FROM AUTHOR]

In the new period, although Rural Teacher Support Plan( 2015-2020) and a series of policies have been issued by the State Council to promote the development of rural teachers, yet the rural teachers still face adverse conditions. Based on their advantages and mission, commonweal organizations for education have done a lot in the rural teachers supplement, training, communication and evaluation and their exploration can help rural teachers get out of their predicaments. In the future, we are required to focus on the subjective demands of rural teachers, set up the service mechanism of low gravitational center and localization, perfect the mechanism of argument, supervision and evaluation, and construct multi-subjected administrative environment to promote the development of rural teachers. [ABSTRACT FROM AUTHOR]