Research on Transformation Strategies for English Underachievers in County High Schools Based on Core Competencies

Abstract

This study addresses the challenge of transforming struggling high school English students in county areas. With the core literacy as the theoretical framework, the study reconstructs the transformation goals and paths. The research proposes that in terms of teaching objectives, it shifts from filling knowledge gaps to developing literacy skills; in teaching implementation, by creating real contexts, implementing differentiated instruction, and developing county-specific courses, language skills, thinking quality, and cultural awareness are simultaneously enhanced; in the support system, a psychological support based on positive psychology, collaboration between home, school, and society, and a professional teacher team are constructed. The three elements form an organic whole, aiming to transform the assistance for struggling students from scattered to systematic education, providing a practical path for improving the English teaching quality in county high schools.