From “Physical Experience” to “Emotional Resonance”: Exploring the Path of “Dual-qualified” Teachers in Journalism Practice Education

This article, grounded in constructivism and embodied cognition theory, explores how “Double-qualified” teachers can transform frontline journalism experience into effective classroom teaching models. Through two case studies—“immersive reporting on the Yangtze River Rescue Team” and “empathetic interviewing of a volunteer mealdelivery couriers”—the paper elaborates a student-centered teaching process: “Story Opening - Theory Corresponding - Scenario Reproduction - Practical Verification” Practice demonstrates that this method effectively shifts students from passive recipients of theoretical knowledge to active participants in bodily perception and emotional resonance, thereby bridging “the gap” between the classroom and the field in journalism education. It offers a replicable pathway for the reform of practical teaching in journalism and communication.