The relationship between teaching skills and professional knowledge is interrelated, interpenetrating and complementary. In teaching, we should pay attention to the explanation of micro-Chinese knowledge, such as words, grammar, rhetoric, logic and so on.

The study of micro-Chinese knowledge helps to clear the obstacles in reading, provide the relevant knowledge needed for writing, cultivate students' thinking ability, and guide students to look at things seriously and deeply and analyze problems. At the same time, the comparison of synonyms and synonyms can improve students' ability of discrimination and analysis.

Extended data:

Classification of Chinese knowledge: The broad concept of knowledge in modern cognitive psychology is the basis of studying the classification of Chinese knowledge.

1, declarative knowledge

Declarative knowledge mainly reflects the state, content, nature, reasons for development and change of things, and is used to answer questions about what things are, why and how. For example, explain a fact, express an opinion and so on. So it is also called descriptive knowledge. This knowledge has a relatively static state. Conventional knowledge about "language" and "speech" in Chinese curriculum belongs to declarative knowledge.

2. Procedural knowledge

Procedural knowledge mainly reflects the process and steps of activities and is used to solve the problems of what to do and how to do it. Procedural knowledge is essentially a set of operational procedures and steps about foreign affairs, so it is also called operational knowledge. It is a dynamic knowledge. A large number of speech act rules of listening, speaking, reading and writing in Chinese courses are procedural knowledge.

Procedural knowledge can guide individual's practical activities. When all kinds of procedural knowledge are transformed into individual skilled action experience, individuals master skills.

For example, how to judge and choose words, how to identify and choose sentence patterns, how to summarize the meaning of paragraphs, how to read and organize paragraphs, how to form a good sense of language, how to grasp the meaning of articles as a whole, how to collect and process information, how to appreciate and evaluate literary works, how to observe nature, how to observe things and people, how to use symbols to decorate articles, and so on.

Effective Chinese curriculum and teaching should promote the transformation from declarative knowledge to procedural knowledge, so as to help students develop their skills in speech practice. This is the general trend of the current basic education curriculum reform.