一、大教育观念。幼儿教育的实施,不单指学前机构教育的开展,同时需要家庭教育和社会教育来配合,三者协同互进,才会产生良好的效果。二、立体教学观念。对于幼儿园教学来说,上课、游戏、活动及集体、分散、个别教学等都是教学的形式,并非传统观念上老师讲、幼儿听的上课模式才谓之教学。三、全面的课程观。幼儿园课程除语言、常识、计算、体育、音乐、美术等显性课程外,还包括其他影响幼儿发展的隐性课程。四、以“完整儿童”为培养目标的观念。所谓以“完整儿童”为培养目标,指幼儿教育应着眼于幼儿生理素质、心理素质、社会文化素质的 First, the concept of big education. The implementation of early childhood education refers not only to the education of pre-school institutions but also to the cooperation of family education and social education. Only when the three are working together can we achieve good results. Second, three-dimensional teaching concept. For kindergarten teaching, classes, games, activities and collective, decentralized, individual teaching are all forms of teaching, not the traditional concept of the teacher, the toddler listening to the teaching model that the teaching. Third, a comprehensive view of the curriculum. Kindergarten courses include explicit courses that affect early childhood development in addition to explicit courses such as language, common sense, computing, sports, music and art. Fourth, to “complete children” for the training of the concept of goals. The so-called “complete children” as the training goal, refers to early childhood education should focus on children’s physical quality, psychological quality, social and cultural quality