20世纪30年代，乡村师范教育兴盛，这在中国近代师范教育的发展过程中，是一个值得关注的变化。乡村师范教育的产生与发展受当时中国政治经济文化的影响，同时也是教育自身变化发展的结果。在乡村教育思潮的兴起，师范教育乡村化的倡导下，师范教育开始顺应时代变迁关注乡村社会，为乡村小学培养合格师资。乡村师范学校顺应了师范教育的发展规律，拓宽了师范教育的发展渠道，使中等师范教育体系向更加合理的方向迈进；扩大了师范教育事业的规模，推动了近代乡村教育的发展。同时也有不足，培养目标过于理想化、课程设置不合理以及毕业生逃避农村服务。本文从20世纪30年代的乡村师范学校的培养目标、课程设置、学生状况进行考察，试图为今天我国农村师资培养方式和社会主义新农村建设培养人才提供一些启发和借鉴。本文除前言外，共分五个部分：第一部分，陈述乡村师范学校的历史发展过程，按历史先后顺序分为乡村师范的兴起、建立、兴盛以及蜕变四个阶段。第二部分，对乡村师范学校的培养目标进行研究和分析。主要从培养乡村小学的师资力量和培养乡村社会的建设人才两个方面展开。第三部分，分析乡村师范学校的课程设置，主要从一般师范教育的课程和服务于乡村建设的课程这两个方面展开。第四部分，分析乡村师范学校的学生状况，主要从招生资格、公费待遇、毕业生去向这三个方面展开。第五部分，阐述乡村师范学校的历史影响。主要从建立合理的中等师范教育体系，推动近代农村教育的发展，以及经验和教训三个方面进行阐述。

During the 30s of 20th century, the rise of rural normal education, is a noteworthy change in modern times in China. It’s emergence and development is affected by the Chinese political economic and culture, but also their own results on the development of education. The rise of rural normal education means teacher education began to adapt to the changes of time and concern about the rural society, and to train qualified teachers for rural primary schools. Rural normal school adapt to the law of teacher education development, and widen the channels for the development of teacher education, secondary teacher education system so that to a more reasonable direction. It also expanded the size of the cause of teacher education, and promote the development of rural education in modern times. At the same time, there are insufficiency. Goals too idealistic, curriculum unreasonable and the graduates avoid to rural services. In addition to the foreword of this article, it divided into five parts:The first part, presented the historical development of the rural normal school process, according to the order in which they are divided into the history. The second part, research and analysis the rural normal school’s training objectives. Part III, Analysis of the rural normal school curriculum, It includes the general teacher education courses and the courses about services in rural areas. Part IV, Analysis of the situation of rural normal school students, It includes the eligible students, public treatment, graduates of the whereabouts.Part V, The history impact of the rural normal school. It includes the establish a rational system of teacher education, promote the development of rural education in modern times, as well as the experiences and lessons.