The "eight-character constitution" in Chinese teaching refers to: character, what else?

Words, words, sentences, articles, language, revision, logic and writing. This is a descriptive rather than a typed expression, and it is an experience summary of what teachers teach in teaching practice. On the one hand, there is no debate about "why there should be", such as why there should be "text" and "logic", and what is the significance and function of the knowledge of "text" and "logic" in Chinese teaching, and there is no specific discussion. On the other hand, what is the relationship between these eight aspects of knowledge and how are they combined? These problems have not been discussed in the "eight-character constitution", and there is no possibility of such a relationship from the connotation. Obviously, the "eight-character constitution" is not a systematic expression of "Chinese knowledge", but actually a mixture of what teachers actually teach in teaching, and they do not provide any clues for solving the "knowledge problem" in Chinese teaching.