In this study, I suggest a hypothesis that it there exists literary cognition of operating for appreciation of narrative fiction. Readers operate three kinds of literary cognition of appreciating narrative fiction. First, readers should operate literary cognition of comprehension of story while they experience their narrative text. Second, they sometimes operate literary cognition to form the perspective of work. The three kinds of literary cognition of operating on appreciation of narrative fiction are organized in a grade system. This grade system of literary cognitions not only operate or develop according to procedure of experiencing narrative text but also have circulation each other. These literary cognitions promote reader`s response about narrative fiction. According to this hypothesis, I suggest some teaching method and strategy. First, IF teachers wish to promote literary cognition of comprehension of story to students, then teachers would share story telling with their students. Second, teachers can operate literary cognition for construction of fiction through dialogical method between student and teacher or among each students. Third, teachers can attempt to develop literary cognition of perspective of work to students by experience of intertextuality. Students can experience various intertextuality realated to other work and their own experiences and so on. My hypothetic suggestion is like rough rice yet. But if we agreed this literary cognition operated in experiencing literary fiction and teach students considering these, then we can anticipate the more effective teaching of narrative fiction.