地理实践活动对培养地理学科核心素养具有关键作用，观察作为地理实践活动的基础，存在活动形式化、认知浅表化等问题。本研究引入具身认知理论，探析高中地理实践活动的具身观察路径。该路径遵循“前期准备—组织实施—总结深化”的递进逻辑，由“身体—环境—认知”动态统一体交互驱动，并利用“山区小流域河流地貌”观察活动案例进行实践检验。研究表明，该路径关注具身观察工具包的开发，推动学生在身体参与和环境交互中逐步完成地理认知建构，有助于培育地理学科核心素养。未来研究应进一步探索AI赋能的地理虚拟具身观察路径。

Geography practice activities play a crucial role in cultivating students' geographic key competency. However, observation, as a foundational component of geography practice activities is often reduced to overly formal and routine procedures that lead only to superfi cial cognitive engagement. Drawing on embodied cognition theory, this study constructs an embodied observation pathway for senior high school geography fi eldwork. The pathway follows a progressive sequence of pre-field preparation, in-field guided implementation, and post-activity reflection and consolidation, and is driven by interactions within a body-environment-cognition system. A field observation activity on fluvial landforms in a small mountainous watershed is used as a case to test the pathway in practice. The fi ndings show that focusing on the development of an embodied observation toolkit supports students' construction of geographical understanding through bodily engagement and interaction with the environment, thereby helping to cultivate their geographic key competency. Future studies should further explore AI-enhanced virtual fi eldwork environments to support embodied forms of geographical observation.