What are the problems in the development of rural tourism?

1. The goal of talent training is inconsistent with the demand of rural tourism development. The transformation and development of rural tourism urgently needs to adjust the training objectives and training methods of tourism talents. However, many vocational colleges have not conducted a comprehensive and in-depth investigation and analysis of the talent demand for rural tourism development when setting up majors and courses. The specialty setting is backward, the teaching resources and teaching methods are outdated, and it is difficult for the trained talents to meet the needs of rural tourism industry. The lack of tourism talents directly affects the integrated development and consumption upgrading of rural tourism industry. The lack of professional talents in pre-tourism planning leads to the irregular overall layout of tourism destinations, short chain of tourism products and services, and insufficient vitality to stimulate tourism consumption. In the medium term, the lack of talents in organization, management and marketing will make the operation mode of tourism products too single and the motivation to meet the diversified needs of tourists is insufficient. In the later period, there is a lack of experienced "compound" management talents, so it is impossible to grasp the feasibility of local culture and economy, and there will be insufficient supply of competitive characteristic tourism products, which will affect the development of local tourism quality and efficiency. Therefore, in the face of the rapid development of rural tourism, vocational education must adjust the training objectives in time, optimize the curriculum, and cultivate compound talents urgently needed by the industry.

2 "."Double-qualified "teachers are lacking. Rural tourism specialty is both theoretical and practical, and needs a large number of "compound" teachers who are good at tourism professional knowledge, tourism product design, tourism project planning and innovation ability. At present, most professional teachers in vocational colleges only have relevant theoretical knowledge, but have no experience in rural tourism, and even fewer teachers have passed the training and certification of entrepreneurial instructors, lacking innovative and entrepreneurial backbone teachers and leaders. This makes many teachers teach students a lot of outdated knowledge mainly through theoretical narration and case analysis, but they can't keep up with some new knowledge and skills that have been applied in the tourism industry in time. In addition, there is insufficient interaction between teachers and students and enterprises, and there is a distance between the teaching content and the actual needs of tourism enterprises, which leads to the disconnection between the theory learned by students and the actual work. Therefore, it is the most important thing to build a "double-qualified" teacher team with excellent tourism business, rich teaching experience, reasonable age structure and excellent theory and practice.

3. The practice of rural tourism innovation and entrepreneurship is not carried out enough. At present, most vocational colleges offering tourism major have arranged practical teaching links, such as tour guide practice, scenic spot explanation practice, hotel service practice and tourism marketing practice. However, because there are no leading tourism enterprises or deep cooperative tourism enterprises, rural tourism practice teaching is mostly knowledge verification, skill learning and skill training, lacking innovation and entrepreneurial practice. Although all vocational colleges have set up innovation and entrepreneurship education courses, most of the teachers who undertake this course belong to non-full-time teachers or non-professional teachers, so the content of innovation and entrepreneurship education has not been organically integrated into the theory of professional courses, and it is impossible to carry out targeted innovation and entrepreneurship training in combination with the teaching content, which leads to innovation and entrepreneurship education becoming a mere formality. In addition, it is not enough for tourism management majors to participate in industry competitions and college students' innovation and entrepreneurship competitions, and they are not output-oriented to help transform and upgrade the local cultural tourism industry. The leading role of innovation and entrepreneurship practice base of tourism major in higher vocational colleges in promoting the incubation of achievements has not been fully exerted.

4. The lifelong training system of rural tourism is not perfect. Rural tourism professionals mainly includes the former rural labor force, returning migrant workers and rural middle school students with low education. These people are generally older and less educated. They are mainly engaged in the reception, service and commodity sales of rural tourism. Moreover, there is not much systematic training on planning, management and marketing. Even if there is, it is mostly a mere formality, and the skill level has not really improved, so it is impossible to provide tourists with distinctive, personalized and diversified services, which limits the sustainable development of rural tourism. In addition, college graduates engaged in rural tourism management must constantly learn new skills in order not to be eliminated by the rapid development of the times. Therefore, vocational colleges need to base themselves on the orientation of "facing everyone", give full play to the dual advantages of academic education and non-academic education, regard non-academic education and training as an important function and new growth point of running schools, and develop vocational education courses with various forms and rich contents for different groups engaged in rural tourism, so that they can keep in touch with new knowledge and master new skills to meet the demand for talents in the transformation and upgrading of rural tourism.