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At the Fifth Plenary Session of the 19th CPC Central Committee, the party put forward the 14th five year plan and the long-term goal of 2035, it put forward that we should not only give priority to the development of agriculture and rural areas and comprehensively promote rural revitalization, but also strive to build an educational power, improve farmers' scientific, technological and cultural literacy and promote the revitalization of rural talents. Human resources are the first resource for China's economic and social development, and education is the main way to develop human resources. Rural Revitalization needs talent revitalization, which is inseparable from the revitalization of rural education. However, there are still some problems to be solved in rural education. This paper combs the problems existing in the school running conditions, teachers, family education, education quality, local culture and the development status of rural vocational education, analyzes the causes of the problems, and puts forward the countermeasures for the development of rural education. Such as increasing investment in education funds, strengthening the construction of school standardization; improving the economic treatment and social status of rural teachers, strengthening the construction of rural teachers and enhancing their sense of rural belonging; strengthening the role of family education and sharing the responsibilities of vulnerable groups; improving the quality of education and creating local characteristic courses; vigorously developing rural vocational education. Through these measures, we can promote the healthy and sustainable development of rural education. At the same time, the government, society, schools and families need to work together to attach great importance to and strive to solve the problems existing in rural education. Therefore, this article combs the problems existing in rural education and seeks solutions in order to help the rapid development of rural education.

Rural education is a short board of China's education. It is of great significance to strengthen the construction of the teacher team in rural middle schools for Rural Revitalization in the new era. The problem of structural shortage of teachers, reflected by the phenomenon of "what biology teachers teach is not what they learned" in rural middle schools, is a key issue that has been existing for a long time in the development of rural middle school education in our country. It is also a key problem that must be paid attention to and urgently solved in the face of the new situation, new tasks and new requirements. In response to this phenomenon that caused by the decline of students and the loss of biological teachers in rural middle schools, the government needs to play a supporting role and the school leaders of rural middle schools should innovate their systems and concepts. What's more, biological teachers should reflect on their hearts and have the educational feelings of being willing to develop the countryside. Only when the government, middle school leaders and biology teachers have formed an educational synergy, can we better solve that harmful phenomenon and promote the healthy and rapid development of rural middle school education.

This paper firstly focuses on the automatic detection of mental health in colleges and universities and the sequential quadratic programming algorithm, proposes a psychological abnormality detection model for college students based on the sequential quadratic programming algorithm, and in the feature vectorization process, uses constraint functions and coefficient matrices to process various types of features into vector sequences of length k weeks to help quantify the trajectory of students’ school activities, and trains and establishes a student psychological abnormality detection model. Then, on the technical basis of the psychological abnormality detection model, the mental health education system is constructed, the online and offline integration teaching development is realized through the teaching system, and the performance of the education system is verified. The results show that the average score of the traditional psychological teaching model 1-10 week test is 76.52, compared to the average score of 78.51 in the mental health education system teaching 1-10 test, with an error value of 1.89. This study uses the mental health teaching system to retrieve information on students with current mental health problems at any time, and there this is to realize dynamic online and offline coeducation.

PurposeTo evaluate the feasibility of implementing systematic patient symptom monitoring during treatment using a smartphone.MethodsEndometrial [n = 50], ovarian [n = 70] and breast [n = 193] cancer patients participated in text-based symptom reporting for up to 12 months. In order to promote equity, patients without a smartphone were provided with a device, with the phone charges paid by program funds. Each month, patients completed the Patient Health Questionnaire (PHQ-9), and 4 single items assessing fatigue, sleep quality, pain, and global quality of life during the past 7 days rated on a 0 (low) -10 (high) scale. Patients' responses were captured using REDCap, with oncologists receiving monthly feedback. Lay navigators provided assistance to patients with non-medical needs.ResultsPatients utilizing this voluntary program had an overall mean age of 60.5 (range 26-87), and 85% were non-Hispanic white. iPhones were provided to 42 patients, and navigation services were used by 69 patients. Average adherence with monthly surveys ranged between 75-77%, with breast patients having lower adherence after 5 months. The most commonly reported symptoms across cancer types were moderate levels (scores of 4-7) of fatigue and sleep disturbance. At 6 months, 71-77% of all patients believed the surveys were useful to them and their health care team.ConclusionsWe established the feasibility of initiating and managing patients in a monthly text-based symptom-monitoring program. The provision of smartphones and patient navigation were unique and vital components of this program.