二年级语文学习的大部分时间是花在大量识字及口头语言表达习惯的培养上,从新教材的编排上可窥一二:有序地编排了口语交际,没有写话内容设计。不同的是,三年级教材习作训练紧接在了口语交际后,并且开始有成篇表述的要求。习作训练的出现,意味着口头语言向书面语言的转换,从语言的片断向完整文章的靠近,无论是思维的过渡,还是心理的承受,师生都感觉是一种跨度,一种断层的困难。书面表达来源于教材,也来源于平时的渗透积累,能用语言表达自 Most of the second-grade Chinese language learning is spent on the cultivation of a large number of literate and oral habits. From the layout of the new teaching materials, we can see one or two: the orderly arrangement of oral communication and the absence of written content design. The difference is that the third grade textbooks training immediately after the oral communication, and began to have articles into statements requirements. The emergence of practice training means that the verbal language to written language conversion, from the fragment of the language to the full article close, whether it is the transition of thinking, or mental endurance, teachers and students feel a kind of span, a kind of faulty . Written expression from the textbooks, but also from the usual accumulation of infiltration, can use language to express themselves