1. The goal of talent training is inconsistent with the development demand of rural tourism. 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 demand for talents in rural tourism development when setting up their majors and courses. The professional setting is backward and the teaching resources and teaching methods are outdated, which makes it difficult for the trained talents to meet the needs of rural tourism industry. The lack of tourism talents directly affects the integration and development of rural tourism industry and the upgrading of consumption. The lack of professionals in tourism planning in the early stage 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 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 quality improvement and efficiency development of local tourism. 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. The specialty of rural tourism is both theoretical and practical, which requires a large number of "compound" teachers who are good at tourism professional knowledge, tourism product design, tourism project planning and innovative ability. At present, most professional teachers in vocational colleges only have relevant theoretical knowledge, but they don't have experience in rural tourism, and the number of teachers who have passed the training and certification of entrepreneurial instructors is even smaller, 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 This makes many teachers teach students a lot of outdated knowledge mainly through theoretical narration and case analysis, but they can't keep up with some new knowledge and skills that have been applied in the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 separation 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 enough. At present, most vocational colleges offering tourism majors 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 cooperation tourism enterprises, rural tourism practice teaching is mostly knowledge verification, skill learning and skill training, and there is a lack of innovative and entrepreneurial practice. Although various vocational colleges have set up innovation and entrepreneurship education courses, most of the teachers who take up 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 professional curriculum theory, and targeted innovation and entrepreneurship training can not be carried out in combination with the teaching content, resulting in innovation and entrepreneurship education becoming a mere formality. In addition, the tourism management major has not participated enough in industry competitions and college students' innovation and entrepreneurship competitions, and has not taken the output of results as the guide to help the transformation and upgrading of local cultural tourism industry. The leading role of the innovation and entrepreneurship practice base of tourism major in vocational colleges in promoting the incubation of results has not been fully brought into play.

4. The lifelong training system of rural tourism is incomplete. Rural tourism professionals mainly includes the original rural labor force, returning migrant workers, and middle school students with low academic qualifications in rural areas. These people are generally older and have low academic qualifications. They are mainly engaged in the reception, service and commodity sales of rural tourism. Moreover, there are not many systematic trainings on planning, management, marketing and other knowledge given to them. Even if there are, most of them are only in the form, and their skill level has not really been improved, so they cannot 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 if they want 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 advantages of both academic education and non-academic education, regard non-academic education and training as important functions and new growth points 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.