As a language learning method,scientific reading must follow the principles of language formation,developing and children′s perceivable process.

Based on cognitive sciences and information science, a brief account of the theoretical underpinnings of terminology is presented chiefly in terms of knowledge processing.

The present paper is an attempt to access,through the introduction to Narrative Theory and the Cognitive Sciences,the major strategies involved in cognitive narrative study,and to analyse the possible insights that cognitive sciences might bring to narrative study and some of their limitations.

To meet the needs of new curriculum reform, public education course must realize the transformation from scientific doctrine to generative thinking, then restructuring "whole-person development" from "scientific knowledge".