The heart of grammar education lies in knowledge, and knowledge cannot lead to learners` activities without texts. Consequently, in grammar education, the link between grammar and texts is important, and, in particular, texts explaining grammar hold an important meaning in diverse scenes and on diverse levels of education. With four practical grammar books popular with general learners as the objects, this paper analyzes their narrative methods to explore the direction of the construction of texts explaining grammar. Narratives are, from the perspective of learners, the cognitive operations of the process of constructing meaning and, from the perspective of texts, the internal structures of the stories. The narratives of texts explaining grammar must have solid internal structures so as not to interfere with learners` cognitive operations and circularly refer to the structures of grammatical knowledge and learners` cognitive schemata. When texts explaining grammar construct such narratives, learners can construct narrative knowing, which turns the structures of knowledge into the cognitive structures of learners themselves. In this respect, an analysis of the narratives of texts explaining grammar is linked primarily to the problem of text structure but ultimately to the problem of curriculum related to the structures of knowledge. For learners` narrative knowing, the curriculum of grammar education must have shared goals and clear narratives directed at those goals. And texts explaining grammar must construct narrative meaning with the discovery of the inner given connections and the addition of the external connections.