This article presents a practice-based case study of adapting partner-dance techniques for a primary school body-training class through Doll and Bear Dance. Partner-dance techniques translates the Chinese pedagogical idea of double dance technique, but the aim is classroom cooperation rather than professional duet performance. The lesson for second-grade pupils moves from solo imitation to no-contact pair work and then to simple contact. It uses leading and following, negative-space filling, and point-contact negotiation to connect music, role imagination, spatial awareness, peer cooperation, and aesthetic perception. The article offers a concise teaching pathway, not intervention claims.