在当今时代快速演变的背景下，科学的重要性日益凸显，科技创新和科学发现已经成为推动社会进步的关键引擎。科学是一种创造性的工作，使得社会对于创新型人才的需求更为迫切。科学创造力作为创新性人才的核心能力显得尤为重要，急需建立起有效的培养体系来支持其发展。然而，通过对已有文献、科学教材、科学教参的调研以及对一线科学教学课堂观察，当前我国学生的整体科学创造力、科学学习兴趣仍有待提升。2022年新版义务教育科学课程标准中明确提出要在教学中融入多样化的学习方式，其中，科学创意表达是一种将科学内容与艺术形式相结合的高效方式，有助于提升学生的学习兴趣、科学知识水平和创造力。但目前教师在科学创意表达的教学设计中仍存在较多困难，如相关理论基础不足、教学模式适配性较弱等问题。

针对当前国家对于拥有科学创造力人才的迫切需求以及目前我国科学创造力培养仍存在不足的现状，本研究以兴趣驱动的创造者（Interest-Driven Creator，IDC）理论作为指导，并以科学创意表达为教学活动载体，开展在小学科学课堂中培养科学创造力的理论与实践。一方面，本研究形成了IDC理论指导下的科学创意表达教学路径，另一方面对IDC理论指导下的科学创意表达教学的实践效果进行了实证检验。

本研究采用准实验研究的方法，以四年级63名学生为研究对象，分为实验组和对照组，其中实验组（N=32）实施IDC理论指导下的科学创意表达教学，对照组（N=31）实施常规科学教学，使用科学学习兴趣问卷和科学创造力试题进行前后测数据收集，并在教学干预后对部分学生进行了半结构化访谈。经过数据处理与分析，研究结果表明：（1）IDC理论指导下的科学创意表达教学能够显著提升小学生的科学学习兴趣；（2）IDC理论指导下的科学创意表达教学能够显著提升小学生的科学创造力，具体表现为学生在问题提出、科学想象、物体应用、产品改进维度的提升，以及在思维与想象的流畅性、灵活性、独创性方面的提升；（3）访谈数据显示，学生对于IDC理论指导下的科学创意表达教学具有较强的好奇心和兴趣，并且具有较高的接受度与投入度。

本研究立足于小学生科学创造力的培养，在理论方面形成了基于IDC理论的科学创意表达教学路径，在实践方面验证了基于IDC理论的科学创意表达教学能够提升小学生的科学创造力和科学学习兴趣，并反思了在研究过程中存在的不足，同时对未来研究方向进行了展望。

In the rapidly evolving context of today's era, the importance of science is increasingly prominent, and technological innovation and scientific discoveries have become the key engines driving societal progress. Science, being inherently creative, has intensified the societal demand for innovative talents. The need for scientific creativity, as a core competency of innovative talents, is urgent, necessitating the establishment of an effective cultivation system to support its development. However, through the research of existing literature, science textbooks, and science teaching references, as well as observations of frontline science teaching classrooms, the overall scientific creativity and interest in science learning of students in China still need to be improved. The 2022 new edition of the compulsory education science curriculum standards clearly proposes to integrate diversified learning methods into teaching. Among them, science creative expression, a highly effective method that combines scientific content with artistic forms, helps to enhance students' learning interest, scientific knowledge level, and creativity. However, teachers currently face many difficulties in teaching design, such as insufficient theoretical foundation and weak adaptability of teaching models.

In response to the current urgent need for talents with scientific creativity and the existing deficiencies in the cultivation of scientific creativity in China, this study uses the Interest-Driven Creator (IDC) theory as guidance, and science creative expression as the carrier of teaching activities, to carry out the theory and practice of cultivating scientific creativity in primary school science classrooms. On the one hand, this study forms a science creative expression teaching path under the guidance of IDC theory. On the other hand, it empirically tests the practical effects of science creative expression teaching under the guidance of IDC theory.

This research adopts a quasi-experimental research method, with 63 fourth-grade students as the research subjects, divided into experimental and control groups. The experimental group (N=32) implements science creative expression teaching under the guidance of IDC theory, and the control group (N=31) implements conventional science teaching. Pre- and post-test data collection is conducted using a science learning interest questionnaire and scientific creativity test questions, and semi-structured interviews are conducted with some students after the teaching intervention. After data processing and analysis, the research results show that: (1) Science creative expression teaching under the guidance of IDC theory can significantly improve the science learning interest of primary school students; (2) Science creative expression teaching under the guidance of IDC theory can significantly enhance the scientific creativity of primary school students, specifically manifested in the improvement of students in problem posing, scientific imagination, object application, product improvement dimensions, and in the fluency, flexibility, and originality of thinking and imagination; (3) Interview data show that students have strong curiosity and interest in science creative expression teaching under the guidance of IDC theory, and have high acceptance and involvement.

This research is based on the cultivation of scientific creativity in primary school students. In terms of theory, it forms a science creative expression teaching path based on IDC theory. In practice, it verifies that science creative expression teaching based on IDC theory can enhance the scientific creativity and science learning interest of primary school students. It also reflects on the deficiencies in the research process and looks forward to future research directions.