The ability of cultural responsive education mainly includes four dimensions: attitude and responsibility, cognition and understanding, skill and practice, reflection and criticism, and six elements: local feelings, local knowledge, culturally responsive teaching ability, culturally responsive curriculum ability, culturally responsive evaluation ability and sensitivity of cultural response. At present, there are some problems in rural teachers’ responsibility, such as separation of rationality and sensibility, narrow and scattered cognition and understanding of local knowledge, mere form in the design and implementation of culturally responsive teaching, limited and fragmented transformation of culturally responsive curriculum resources, single content and method of culturally responsive evaluation, and weak sensitivity of culturally responsive reflection and criticism. Based on this, it is necessary to create a rural cultural ecology that nourishes the emotions of rural teachers, constructs a teacher education curriculum teaching system that responds to culture, and builds a support system focusing on the practical situation of rural education.