Abstract: A questionnaire survey was used to investigate four aspects of rural preschool education, including teachers' professional development, resource allocation, teachers' professional identity, and special curriculum, among front-line early childhood teachers (443), kindergarten managers (171), and staff of the Education and Sports Bureau (14), totaling 628. The results found that the four aspects of teacher professional development, resource allocation, professional identity, and distinctive curriculum together influenced the development of rural preschool education. On this basis, we proposed a clear "four-in-one" operation mechanism, a "five-support" guarantee system, a "three-stage, five-level" pre-vocational training system, and a "three-stage, five-level" post-vocational training system for the development of rural preschool education. The four education improvement strategies are: clarifying the "four-in-one" operation mechanism, creating a "five support" guarantee system, building a "three-stage and five-level" pre-vocational and post-vocational integrated training system, and building a "three-in-one" home-building system.

Key words: rural revitalization, preschool education, development status, countermeasures research