Starting with the irresistible charm of drama to children under six years old, this thesis, arguing the two opposite approaches of "Instrumentalism" and"Essentialism" in children's drama education, is intended to introduce to preschools a drama-based comprehensive education model for children. The study, emphasizing children's dramatic creativity and the integrity of "Instrumentalism" and "Essentialism", defines drama-based comprehensive education as one that, centering on children's drama experience, involves the education of multi-layers of drama, art and many others. The analysis of the distinction and connection between this new education model and role-play and performance-play indicates its core-the overlapping and integrity of task and game in a series of drama activities. Different from the traditional approaches to children's drama education, such as the traditional epistemology of subject and object' s separation, close and inculcated view of education , and the rational view of knowledge, the study observes preschool education on a new view of philosophy, education and knowledge which establishes a theory of the co-existence of children and drama.The drama-based comprehensive education involves four procedures: (1) the sources of subjects;(2)life experience;(3)drama work;(4) imitated-theatre performance. As the researchers, the teachers and I found in the children's own creation and performance their sequential cognition of stage setting, music-sound effects, acting editions and theatre, which, though different from the adults', is in consistence with the progress of the art of human drama. From the reviews of teachers and children's action during the whole experiment, I further analyzed teacher's position, strategy and growth, and the new equal and cooperative relationship between teacher and children, and the findings convinced me of evident and potential values of this drama-based comprehensive education.