教师共情对于学生发展以及教师发展均具有重要意义，但传统认知主义视角下的教师教育教学法偏重于知识传输，容易将师范生的身体异化为承载知识的容器，忽视其情感体验与主体性参与，难以作为培植教师共情能力的适切教学方法。而基于具身认知理论生发出的具身教学法，整合了师范生的身体、认知、情感与情境等多个方面。研究证据也表明，共情的神经机制与心理机制中蕴含着较多身体元素，且具身促进共情能力提升的研究也已较多出现在神经科学、心理学及社会工作领域。因而本研究主张具身教学法可以作为促进师范生共情能力发展的有益尝试。但综观国内外已有文献，尚未出现以具身教学法促进师范生共情能力的研究。基于此，本研究以“循证”理念为指引，设计了旨在提升师范生共情能力的具身教学方案，实施该教学方案并检验其效果，并探讨了具身教学法对于师范生共情能力的影响机制。
本研究以B大学一门教师具身课程为个案，包含35名学士后师范生，主要进行了以下三部分研究：其一，设计旨在提升师范生共情能力的具身教学方案，主要基于教育学、心理学、脑科学中的理论依据与科学证据进行设计；其二，探讨具身教学法引发了师范生共情能力的何种变化，主要基于对具身教学实施中收集到的师范生学习数据，如师范生的特质性共情测验、情境性共情测验，以及每节课后的开放性反思问卷等量化与质性资料的分析得出结论；其三，探究具身教学法影响师范生共情能力的作用机制，主要基于对9名有代表性师范生的焦点小组访谈以及师范生开放式问卷等质性资料的内容分析、扎根理论等进行探索。
本研究主要得出以下研究结论：
（1）旨在提升师范生共情能力的具身教学总体设计，可具象化为三维结构：Y轴为教师共情这一进阶的教学内容，包含教师共情注意、共情体验（情感共情、认知共情）、共情行动等节点；X轴为具身表征，即教师共情各阶段教学内容所对应的身体表征，包括观察、模仿、视角转化、共鸣、展演等十个表征。Z轴为具身教学的环节，包括具身体验、集体反思与对话、意义建构、启发性的转化等。Y轴与X轴交叉的部分，即具体的具身教学活动，如身体扫描、镜像活动、视空转换等。
（2）具身教学法促进了师范生共情能力的发展，不仅体现在具身教学后师范生共情能力水平显著性提升，还体现在师范生共情认知水平明显地增强，如师范生们加深了对于教师共情概念的理解程度与价值认同。与此同时，研究发现有教学经历的师范生的共情能力水平、共情认知水平略高于无教学经历的师范生，但无教学经历的师范生在具身教学前后的共情能力的变化程度更为显著。
（3）具身教学法对师范生共情能力的影响机制，一方面表现在具身教学设计通过为师范生创设从“我心”到“他心”的两个方向、三个层次的具身体验，帮助其切身感受共情的全过程、训练共情所需的技能，从而提升共情能力。另一方面教师教育者的具身教学通过示范作用以及促成师范生由“学会学习”向“学会教学”的转化，影响师范生的未来教学，如师范生们产生教以共情、共情地教、运用具身教学法教共情等行为倾向。

Teacher empathy is important for the development of both student and teacher. But the pedagogy of teacher education through the traditional cognitivist perspective focuses on knowledge transmission, alienating the pre-service teachers’ body as a container for knowledge, and neglecting his or her emotional experience and agentic participation, which makes it difficult to serve as an appropriate pedagogy for cultivating teacher empathy. The embodied pedagogy, based on embodied cognition theory, integrates the pre-service teachers’ body, cognition, emotion, and context. Research evidence also suggests that the neural and psychological mechanisms of empathy contain more bodily elements and the research on embodiment for empathy enhancement has emerged in neuroscience, psychology, and social work research fields. Therefore, this study suggests that embodied pedagogy can be a useful attempt to promote pre-service teachers’ empathy. However, there is no research on embodied pedagogy for the development of pre-service teachers’ empathy in domestic and international literature. So this study designed an embodied pedagogy plan to develop pre-service teachers’ empathy, implemented the plan to examine its effects, and explored the influence mechanism of the embodied pedagogy on pre-service teachers’ empathy, using the concept of "evidence-based" as a guide.
In this study, 35 post-baccalaureate pre-service teachers were enrolled in a “teacher embodied course” at University B. The study was conducted in three parts: First, to design an embodied pedagogy plan to enhance pre-service teachers’ empathy, based on theoretical and research evidence from education, psychology, and neuroscience research fields; Second, to explore what changes in pre-service teachers’ empathy were triggered by embodied pedagogy. The second part of the study was based on the analysis of quantitative and qualitative data collected during the embodied course, such as the teacher trait empathy test, the contextual empathy test, and the open-ended questionnaires after each lesson. Third, to analyze the influence mechanism of embodied pedagogy on pre-service teachers’ empathy mainly based on analysis of qualitative data such as focus group interviews with nine representative pre-service teachers and open-ended questionnaires, using the method of content analysis and grounded theory. The main findings of this study are as follows.
(1) The overall design of embodied pedagogy aimed at improving pre-service teachers’ empathy can be visualized as a three-dimensional structure: the Y-axis is the progressive teaching content of teacher empathy, including nodes of teacher empathic attention, empathic experience (affective empathy, cognitive empathy), and empathic action; the X-axis is the embodied representations, i.e., the physical representations corresponding to the teaching content of each stage of teacher empathy, including ten representations such as observation, imitation, perspective transformation, resonance, and embodied performance. The Z-axis is the process of embodied pedagogy, including embodied experience, collective reflection and dialogue, meaning sense-making, inspiring transformation, etc. Where the Y-axis intersects with the X-axis are specific embodied teaching activities, such as body scanning, mirroring activities, visual-space transformation, etc.
(2) The embodied pedagogy promotes the pre-service teachers’empathy, not only by significantly increasing their level of empathy after the embodied course, but also their level of cognition about teacher empathy, for example, by deepening their understanding of the concept and value recognition of teacher empathy. At the same time, it was found that pre-service teachers with teaching experiences had slightly higher levels of empathy than those without teaching experiences, but pre-service teachers without teaching experience had more significant changes in empathy after the embodied course.
(3) The influence mechanism of embodied pedagogy on pre-service teachers' empathy can be seen in the fact that the embodied pedagogy plan creates embodied experiences with two directions and three levels from "my mind" to "other's mind" for pre-service teachers to help them experience the whole process of empathy and improve their empathetic skills, thus enhancing their empathy. Besides, the pre-service teachers’ embodied teaching influences the pre-service teachers' future teaching by modeling and transforming the pre-service teachers' learning experiences into teaching beliefs. For example, the pre-service teachers tend to teach empathy, teach empathetically, and teach empathy using embodied pedagogy.