1983年8月在中央教育科学研究所幼教研究室召开的会上,我提到了幼儿园“综合教育”。我考虑这个问题有一个针对性和一个理论根据。针对性是幼儿园当时的分科教学中存在的某些相互脱节、相互重叠现象。理论根据是当时学到的皮亚杰的建构论,那就是:人的智慧发展是靠个体与外界环境(包括人、事、物)相互交换信息,逐步建构起来 August 1983 In the meeting of the Preschool Education Research Laboratory of the Central Institute of Educational Sciences, I referred to kindergarten “comprehensive education.” I consider this issue has a specific and a theoretical basis. The pertinence is that some of the sub-teaching in kindergarten were out of touch with each other at the time. The theoretical basis is Piaget’s constructivism that was learned at that time. That is, the development of human wisdom is based on the mutual exchange of information between the individual and the external environment (including people, things and things)