The puropse of this article is to state the calligraphic skill goal - how to produce an effective teaching and learning by practicing teaching and presenting teaching methods. First of all , it makes clear to divide the phases of the skillch39rdevelopment in calligraphy That is to divide the skill learning into three phases (Fitts, 1962),the movement skill goal into six levels (EliZabeth J,Sinpson,1972), and separate five phases from a novice to an expert (Hubert L.Dreyfus and Stuart E.Drefus, Berkery, California) as the structure of contrast and analysis to include the concept structure of calligraphy , and to find out , in each phase, the difference and process in the cognitive chart. Next , it states the five processes in practicing calligraphic teaching and separate the pratice based on the two rules of interaction between singleness and wholeness. Finally, it presents the teaching methods by stating the five processes of teaching and analyzing and appreciating the works which emphasizes the study on the course of expressing how to clarify the writing process, to do thinking, to prepare, to move , and to adjust. This article based on the cognitive concept intends to offer the structure of calligraphic concept and division of learning phases. In calligraphy, looking forward to knowing and realizing what to teach, how to teach, the instructor repeats the explanations, demonstrations, writing drills, corrections, and then redemonstrates, repractices to know how analyze and distinguish the calligraphic lines with his eyes, memorize with his brain, and raise, press, direct, move with his wrist, fingers, and pain to control the way and strategy of using brush edge, and ink and then transplants them to the students. Thus, to achieve a conscious learning, the students can also make sure to know and realize what to learn ,how to learn ,learning well or not, how to adjust the way and stragety in calligraphy.