Abstract:

The function of rural teachers' home visits holds significant practical importance for promoting home-school-community collaborative education and achieving high-quality development of rural education. The essence of rural teachers' home visits lies in the organic connection of rural teachers and their educational activities with rural society. This study finds that the home visit function of rural teachers in the new era embodies three dimensions of value: subject development, social development, and relational development. Giving full play to this function can promote the implementation of the spirit of educators, contribute to the construction of a new rural society, and facilitate the realization of home-school-community co-education. An analysis of the external manifestations and internal logic of the decline of rural teachers’ home visit function reveals that the lack of policy support leaves home visits without a basis for implementation, insufficient professional development renders teachers unable to carry out home visits effectively, and imbalanced multi-stakeholder participation leads to inadequate collaborative education through home visits. To overcome these difficulties and revitalize the home visit function of rural teachers, it is urgent to ensure policy implementation and improve the policy system for rural teachers’ home visits, support professional development and enhance teachers’ awareness and competence in home visits, and promote multi-stakeholder participation to improve collaboration in home visits.

Key words: rural teachers, rural education, rural society, home visit function