Abstract
This paper explores the intersection of brain cognitive science and teaching English narrative reading, identifying three key brain characteristics observed during this process. Firstly, the brain fills in information gaps from incomplete sensory data. Secondly, it actively engages in imaginative and experiential involvement with the narrative, facilitated by the action-perception circuit and mirror neurons. Thirdly, narrative reading activates the Default Mode Network, prompting self-exploration. Despite these insights, textbooks, teaching methods, and assessments exhibit discrepancies, with a focus on didactic messages, grammar, and language testing. This paper advocates for a shift towards immersive narrative reading experiences by integrating brain cognitive science findings. It proposes four reading approaches—inferential, experiential, imagery, and scene reading. Bridging these gaps can enhance education by encouraging direct engagement, imaginative exploration, and alignment of assessments with teaching goals, fostering a deeper connection between students and narrative texts.
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