近年来,人们开始用共生理念审视教育,进而形成了共生教育理论。但不可忽视的是,进入课堂就会发现,教育实践依然深受工具性和功利性思想影响,造成了本应相互促进、相互补充的课堂教学各主体、各要素之间的冲突和排斥,使课堂教学难以发挥作为有机共生体的应有作用,难以达成共生的理想。基于这一认识,我们经过五年的探索和实践,重点完成了三方面的工作:对共生教学的内涵进行了界定;提出了小学语文共生 In recent years, people began to examine education with the concept of symbiosis and further formed the theory of symbiosis education. However, it can not be ignored that entering classrooms, we find that educational practice is still deeply influenced by instrumental and utilitarian ideologies, resulting in conflicts and exclusions between subjects and elements in the classroom that should be mutually reinforcing and complementary. Classroom teaching is difficult to play its due role as an organic symbiont and it is difficult to achieve the ideal of symbiosis. Based on this understanding, after five years of exploration and practice, we have completed three major tasks: defining the connotation of symbiotic teaching; and proposing the symbiosis of primary Chinese