The elimination of the dependence on the development of rural teachers and the facilitation of their high-quality progress constitute the core issue in the revitalization of rural education., as well as a significant underpinning for rural revitalization. The theory of place-based education is designed to advance the sustainable development of rural education and transmute the imbalanced deficiency of urban and rural education into the feature of differentiation.In consonance with the tenets of the theory of place-based education, the development of rural teachers in-place should focus on the sustainable development of in-place, based on in-place, pay attention to in-place interaction and return to in-place life. To facilitate the localized development of rural teachers, it is necessary to optimize the rural teacher policy from the supply side, fortify the deep-seated rural sentiment of rural teachers, and establish a teacher education system of “U+G+R+S”to enhance the ability of lace-based education, to construct a diversified local interaction mechanism to create a good education ecology; and to forge a digital network space to interconnect urban and rural resources.