幼儿园教学历来被认为是启蒙,是为入小学做准备的非系统的教学。用现代教育观、人才观来衡量这一观点,它不免有片面、狭窄之处。幼教界的同行为了探求一条从当前实际出发的、能促进幼儿在体智德美及知情意行诸方面全面发展的有效途径,采用了综合教学的形式。综合教学虽然还有待从理论上和在实践中加以完善,但它对改变幼儿园分科教学存在的弊端无疑是有益的。在此,笔者试从心理学角度来探讨其理论基础,并提出实施建议。综合教学,即是教学内容、教学手段、教学过程的综合。“综合”是指将顺应教育诸因素之间相互联系、交互作用的客观规律组成一个有机整体,使各因素在交叉作 Kindergarten teaching has traditionally been considered enlightenment as a nonsystematic teaching preparation for primary school. To measure this viewpoint with the view of modern education and talent, it can not help but have one-sidedness and narrowness. In order to explore an effective way to promote the all-round development of children’s morality, morality, morality and intellectual well-being from the current practical point of view, the preschool community’s counterparts adopted the form of integrated teaching. Although comprehensive teaching still needs to be perfected theoretically and in practice, it is undoubtedly helpful to change the defects of preschool education in kindergarten. Here, I try to explore its theoretical basis from the psychological point of view, and put forward suggestions for implementation. Integrated teaching, that is, teaching content, teaching methods, integrated teaching process. “Consolidation” refers to composing an organic whole in conformity with the objective laws of interaction and interaction of various elements of education,