培养创造性人才不仅仅是自身发展的需要，也是社会发展的需要。超常儿童在智力或特殊才能方面具有突出优势，具备巨大的创造性潜能，是一个国家创新型人才培养的强大后备军。然而并非所有超常儿童都是全能的，在超常儿童中存在创造力发展不平衡者，如发散性思维能力较弱，对这一类群体进行发散性思维干预，有利于促进超常儿童发散性思维的提升，从而促进其创造力全面发展，同时有利于推进我国创造性人才培养的进程。本研究采用单一被试跨被试多探测的实验设计，以绘本为教学材料，在教学过程中运用引导式阅读和对话式阅读相结合的策略，对三名四年级发散性思维水平较低的智力超常儿童进行干预。研究结果表明采用引导式阅读与对话式阅读相结合的绘本教学方式有利于提升儿童的发散性思维水平。最后对研究结果进行了总结讨论，并指出本研究的不足及未来展望。

Cultivating creative talents is not only the need of self-development, but also the need of social development. Gifted and talented children have outstanding advantages in intelligence or special ability, and have great innovative potential. They are a strong reserve force for the cultivation of innovative talents in a country. However, not all gifted children are omnipotent, and there are those with unbalanced creativity development among gifted children, such as weak divergent thinking ability. The intervention of divergent thinking for such groups is conducive to promoting the improvement of divergent thinking of gifted children, thus promoting the all-round development of their creativity, and promoting the process of cultivating creative talents in China. This study adopts the experimental design of single subject, cross subject and multi detection, takes picture books as teaching materials, and uses the strategy of combining guided reading and dialogue reading in the teaching process to intervene three fourth grade children with low divergent thinking level. The results show that the combination of guided reading and dialogue reading in picture book teaching can improve children's divergent thinking. Finally, the research results are summarized and discussed, and the shortcomings and future prospects of this study are pointed out.