This article illustrates how children learn to understand written materials independently from a psychological point of view, without the aid of mouth, ears and eyes (reading pivot). Under the guidance of classification theory of teaching objective, what pupils should master in learning vernacular Chinese and classical Chinese reading skills is procedural knowledge, which is what macro teaching program (curriculum aim formation, textbook compilation) and micro teaching plan (class hour teaching plan, lesson preparation) highlight. It is necessary to limit the share of declarative knowledge in order to avoid squeezing the time for procedural knowledge learning. Pupils learn how to pause correctly, read fluently, recognize and write Chinese characters, which are all procedural knowledge. The low efficiency of Chinese teaching in primary school owes much to many unnecessary declarative knowledge added to procedural knowledge learning. Pupil’s writing ability should be trained according to the laws of motor skills.