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During the “14th Five-Year Plan” period，after China has fully built a moderately prosperous society and achieved the first centenary goal，the focus of China’s “agriculture，rural areas，and rural people” work has historically shifted to comprehensively promoting rural revitalization and accelerating the modernization process of agriculture and rural areas with Chinese characteristics. At the beginning of this critical turning point，the Annual Report on China’s Education Development and Rural Revitalization（2022-2023） closely follows current events and takes the high-quality development of education as the starting point to assist rural revitalization. On the one hand，it summarizes and prospects the development status and trends of rural education in China for the year 2022-2023，and on the other hand，it extracts and compiles policy changes and actual cases of education development assisting rural revitalization in different provinces，in order to comprehensively win the new stage of development after the poverty alleviation campaign，and record a good beginning of China’s education assisting rural revitalization from all aspects and perspectives.

The Annual Report on China’s Education Development and Rural Revitalization（2022-2023） consists of three modules：the General Report，the Special Topics，and the Provincial Reports，with a total of 26 reports included. In the General report module，the “Actions and Strategies for Digital Development of Rural Education” outlines the challenges and opportunities faced by the digital development of rural education in China under the overall trend of social digital development，the experiences of overseas and local practices，as well as the vision and development strategies for transitioning towards digitalization. This indicates that the construction of “Digital China” has effectively influenced the field of rural education. The Special Topics module selects nine distinctive topics，including rural vocational education assisting rural revitalization，the rural revitalization workstation practice mode exploration of Tsinghua University，Chaoyang District of Beijing rural community workers’governance ability improvement assisting rural revitalization，the education development of Dabie Mountains revolutionary base area assisting rural revitalization，and the island education in the process of modernization，describeing the situation of education development assisting rural revitalization with distinctive characteristics in different fields and regions in China. The Provincial Reports take most of China’s provinces，autonomous regions and municipalities directly under the Central Government as research units，including research reports on education assisting rural revitalization in the provinces of Hebei，Shanxi，Jilin，Zhejiang，Jiangxi，Fujian，Henan，Anhui，Hubei，Hunan，Guangdong，Chongqing City，Sichuan，Guizhou，Ningxia and Guangxi，focusing on the policy design，action models，characteristic cases and typical experiences on inter-provincial education assisting rural revitalization. Under the guidance of policies，practice is carried out，and feasible models are formed through repeated practice and summary of experience，thus depicting a vivid and colorful picture of education assisting rural revitalization in different provinces and regions in China. Among them，effective models with distinctive regional characteristics have been formed，such as Coast-mountains Cooperation to promote rural education revitalization in Zhejiang Province，the education of beauty to achieve high-quality education development and rural revitalization in Guizhou Province，and Internet plus Education to enable rural revitalization in Ningxia. While highlighting the different provincial wisdom of China’s education assisting rural revitalization，they also prove that the high-quality development of education in China has important social value for the ultimate realization of the strategic goal of rural revitalization.

Keywords：Development of Education in China；Rural Education；Rural Revitalization