智力超常儿童相比同龄常态儿童，最大的区别主要在智力、创造力或其他非认知因素的某一方面具备独特的优势，这类儿童具有特殊才能或潜在能力。本研究之所以把研究视角集中在舞蹈上，主要在于舞蹈是人类文明史上记载的最先产生的艺术表现形态之一，通过对儿童舞蹈能力的培养，能够有效促进其身心各方面的发展，使儿童舞蹈综合能力得到提升。研究表明，学前阶段是儿童创造力发展的关键时期之一，创造力的测评则是鉴别儿童创造力的重要环节。但是，目前对儿童舞蹈创造力方面的研究甚少，缺少儿童舞蹈创造力的评估工具。教师在舞蹈教学过程中往往采用墨守成规的教学形式，仅单一灌输舞蹈知识及指导儿童舞蹈动作的练习，很少对舞蹈创造力进行引导和教学，儿童舞蹈创造力的发展也会因此受到限制。 因此，如果能编制信效度良好的儿童舞蹈创造力评估工具，对此阶段儿童的舞蹈创造力进行有效测评，就能客观的了解不同智力水平儿童在舞蹈创造力上的差异，并对智力超常儿童的特点进行分析。同时，在此基础上，可以设计舞蹈创造力干预教学课程，并对智力超常儿童进行干预。这不仅有利于智力超常儿童舞蹈创造力的发展，而且也能惠及常态儿童。使智力超常儿童的研究成果推广应用到常态儿童的干预教学中，最后为所有儿童的发展提供有效的评估工具和教学干预方法。 为此，本研究通过调查研究及准实验研究对4-6岁智力超常儿童舞蹈创造力的发展进行研究，在尝试构建儿童舞蹈创造力测评工具的基础上，通过测评结果，全面了解4-6岁智力超常儿童及常态儿童舞蹈创造力的差异。并对5岁智力超常儿童进行干预研究，通过实验组与对照组的对比分析，考察干预效果。结果表明： （1） 儿童舞蹈创造力测评工具将舞蹈创造力分为了肢体表现力发散性、舞蹈表情神态发散性、资源利用发散性、音乐感知聚合性以及作品命名聚合性这五个维度，通过验证，该工具具有较为可靠的信效度。 （2） 4-6岁智力超常儿童舞蹈创造力得分普遍高于常态儿童。具体在年龄上表现为，智力超常儿童除肢体表现力发散性之外，其余各维度在4-5岁呈下降趋势，5岁开始逐渐回升。可见5岁是智力超常儿童舞蹈创造力的关键期；常态儿童在肢体表现力、舞蹈表情神态及资源利用发散性上呈上升趋势，而音乐感知和作品命名聚合性上呈下降趋势；在各年龄段上对智力超常与常态儿童进行比较，结果显示在肢体表现力发散性、舞蹈神态表情发散性和作品命名聚合性上，4-6岁智力超常和常态组儿童差异均显著。不同智力水平儿童在音乐感知聚合性上的发展趋势相近，5岁组智力超常儿童的发展和常态儿童在资源利用发散性上也发展相似。在性别上的表现为，4-6岁智力超常女生资源利用发散性得分显著高于男生，而常态儿童中，女生在肢体表现力发散性和舞蹈表情神态发散性上得分显著高于男生。 （3）本研究采用自编舞蹈创造力教学大纲，对5岁智力超常儿童的舞蹈创造力进行教学干预。经干预后，实验组和对照组舞蹈创造力后测分数均高于前测分数。进一步对差值进行差异分析表明，实验组除舞蹈表情神态发散性外，肢体表现力、资源利用发散性和音乐感知、作品命名聚合性这四个维度上前后测差值均显著高于对照组，说明尽管两组儿童舞蹈创造力均表现出上升趋势，但实验组上升速度明显要快于对照组。说明经干预后的实验组智力超常儿童要比自然成熟的对照组智力超常儿童舞蹈创造力发展的更好，可见本研究的干预有效。 通过以上对4-6岁智力超常儿童舞蹈创造力的研究，既编制了有效的儿童舞蹈创造力评估工具，也探究了4-6岁智力超常儿童与常态儿童的舞蹈创造力发展特点，同时通过对5岁实验组智力超常儿童的舞蹈创造力教学干预，得到了显著的干预效果，弥补了以往文献研究的不足，丰富了有关儿童舞蹈创造力发展和干预的理论，为智力超常幼儿舞蹈创造力的发展和干预模式提供直接教育经验。最后，本研究还提出了一些较为针对性的建议，如积极发现智力超常儿童，并有效评估其舞蹈创造力水平；针对智力超常儿童舞蹈创造力发展特点，关注5岁低谷期和男生的发展；根据舞蹈创造力干预大纲，促进教师日常教学的有效性等。

Compared to normal children of the same age, the greatest difference of those intellectually gifted children is that they have special advantages in intelligence, creativity or another non-intelligence aspect. They have special talents or potential capacities. The reason why the study focuses on dance is that it is one of the earliest artistic expressions recorded in the human civilization history. The cultivation of children’s dancing ability can promote their development on both physical and psychological aspects and improve their comprehensive dancing ability. According to a research, the preschool stage is one of the key periods for the development of creativity of children, and the assessment of creativity is an important method to identify the creative abilities of children. In the process of dance teaching, teachers often adopt the teaching form of sticking to convention with them only imparting dance knowledge and guiding the practices of the children's dance movements. There is rarely instruction and teaching of dance creativity, which limits the dance creativities of children. Therefore, if there is an assessment tool developed for dance creativity of children of good reliability and validity to effectively examine and assess the dance creativity of children at this stage, we can understand the differences in dance creativity among children of different levels of intelligence objectively, and analyze the characteristics of intellectually gifted children. Meanwhile, based on that, we can design dance creativity intervention courses and intervene in intellectually gifted children, which can not only benefit the development of dance creativity of intellectually gifted children, but also benefit normal children. The research results of intellectually gifted children can be promoted and applied to the intervention teaching of normal children and finally provide the development of all children with effective assessment tools and teaching intervention methods. As a result, this study studies the development of dance creativity of intellectually gifted children aged between 4 and 6 through survey research and experimental research. On the basis of the attempt to construct an assessment tool for children's dance creativity, this study assess the results, comprehensively recognizes the differences of dance creativity among the intellectually gifted and normal children aged between 4 and 6. The study conducts intervention research on exceptional children aged 5, and examines the intervention effects through the comparison analysis of the experimental group and the control group. The results show: (1) The assessment tool classifies children's dance creativity into the 5 dimensions of divergence of physical expression, divergence of dancing facial expression, divergence of resource utilization ability, convergence of music perception ability and convergence of work-naming. After examination, the tool is verified to have reliable reliability and validity. (2) The scores of dance creativity of the intellectually gifted children aged between 4 and 6 years are generally higher than those of normal children. Specifically in terms of age, except for in divergence of physical expression, all gifted children undergo a downward trend at the age from 4 to 5, and a gradual increase at the age of 5, which shows that the age of 5 is a transformation period for the dance creativity of gifted children; the normal children show an upward trend in divergence of physical expression, divergence of dancing facial expression, divergence of resource utilization ability, and a downward trend in convergence of music perception ability and convergence of work-naming; in terms of gender, the scores of divergence of resource utilization ability of intellectually gifted girls are higher than those of intellectually gifted boys, and the scores of divergence of physical expression, divergence of dancing facial expression of normal girls are higher than those of normal boys. (3) This study adopts a self-created syllabus of dance creativity to conduct intervention in the education of the dance creativity of intellectually gifted children aged 5. After the intervention, the late-test scores are higher than the early-test scores of dance creativity in both the experimental group and the control group. Further variation analysis of the difference values indicates that except for in divergence of dancing facial expression, the difference values between early and late tests in divergence of physical expression, divergence of resource utilization ability, convergence of music perception ability and convergence of work-naming of the experimental group are all higher than those of the control group, which shows that although the dance creativity of both groups of children show an upward trend, the dance creativity of the experimental group goes up faster than that of the control group. It is shown that after the intervention, the dance creativity development of intellectually gifted children in the experimental group is better than the natural growth of intellectually gifted children in the control group, which proves the intervention of this study is effective. Through the above study on the dance creativity of intellectually gifted children aged between 4 and 6, the paper not only develops an effective assessment tool for dance creativity of children, but also explores the development characteristics of dance creativity of intellectually gifted children and normal children aged between 4 and 6. Meanwhile, the teaching intervention in the dance creativity of intellectually gifted children aged 5 in the experimental group gains significant intervention effects, which make up for the deficiencies of studies of previous literature, enrich the theories about the development of and intervention in dance creativity of children, and provides with direct educational experiences for the development and intervention modes of dance creativity of intellectually gifted children. Finally, this study proposes some specific suggestions such as actively finding out intellectually gifted children, and effectively assessing their levels of dance creativity; focusing on the development of slow development period of 5 and boys by referring to the development characteristics of dance creativity of intellectually gifted children, focusing on the development of five-year-old lows and boys; promoting the effectiveness of teachers in daily teaching according to the outline of dance creativity intervention.