随着国家减轻学生作业负担和校外培训负担政策的实施，针对学生科学创造力的培养成为素质教育实施的关键因素。中学阶段是学生思维能力开始发展的黄金时期，在国家侧重发展理工科中的物理学科成为培养学生科学创造力的重点方向。本文以科学创造力为核心，采用文献研究和问卷分析相结合的方式，从四个维度分析初中物理实验中学生科学创造力培养的现状，并针对三种不同类型的物理实验提出科学创造力培养策略。

作者在阅读了国内外相关的文献后，对初中物理实验教学和科学创造力给出概念界定，并结合《威廉斯创造力量表》和《青少年科学创造力测试》的维度划分以及具体表现编制了《初中物理实验教学中科学创造力问卷》，通过使用问卷调查法进行了针对初中学生科学创造力的现状调查。作者分四个维度对问卷的调查结果进行统计分析，分析造成结果的原因，总结具体现状，并针对现有问题以实验分析为基础，提出培养学生科学创造力的策略。在调查中，大部分学生对物理实验表现出浓厚的兴趣和好奇心，喜欢探究和尝试新的物理实验。同时，教师也需要通过引导教育提高学生对未知物理知识的兴趣、鼓励他们寻找新的实验方法、减少临摹行为等。为了进一步提升学生的科学创造力，教师可以考虑设计更加开放和创新的实验任务，鼓励学生自主探究和发现新的物理规律。在对学生进行分组实验的时候，要让学生进行大胆的想象力，从而激发他们的科学创新动力，并且将一部分的验证性实验改为探索性的实验，从而提高他们的科学创新思维能力。对于学生的课外实验，建议可以通过注重生活随处可见的物理现象，培养学生的科学创造思维，多开展日常的物理小课题研究。作者通过分析不同类型的物理实验课程，提出了在实验中培养学生科学创造力、提高学生科学创造思维的具体措施。

With the implementation of national policies to lighten the load on students' homework and extracurricular training, the cultivation of scientific creativity for students has become a key factor in the implementation of quality education. The middle school stage is the golden period for the development of students' thinking abilities, and the development of physics in science and engineering has become a key direction for cultivating students' scientific creativity in the country. This article focuses on scientific creativity and uses a combination of literature research and questionnaire analysis to analyze the current situation of cultivating scientific creativity among middle school students in physics experiments from four dimensions. Strategies for cultivating scientific creativity are proposed for three different types of physics experiments.

After reading relevant literature both domestically and internationally, the author defined the concepts of middle school physics experimental teaching and scientific creativity, and combined them with the dimension division and specific performance of the Williams Creative Power Scale and the Youth Science Creativity Test to develop the "Questionnaire for Middle School Physics Experimental Teaching:Cultivating Scientific Creativity". The questionnaire survey method was used to survey the present condition of training high school students'scientific creativity. The author conducted statistical analysis on the survey results of the questionnaire from four dimensions, analyzed the reasons for the results, summarized the specific situation, and based on experimental analysis, proposed strategies to cultivate students' scientific creativity in response to existing problems. In the survey, most students showed a strong interest and curiosity in physics experiments, and enjoyed exploring and trying new physics experiments. At the same time, teachers also need to guide education to increase students' interest in unknown physics knowledge, encourage them to find new experimental methods, and reduce copying behavior. In order to further enhance students' scientific creativity, teachers can consider designing more open and innovative experimental tasks, encouraging students to explore and discover new physical laws independently. When conducting group experiments on students, it is important to encourage their bold imagination to stimulate their scientific innovation motivation, and to transform some of the confirmatory experiments into exploratory ones to enhance their scientific innovation thinking abilities. For students' extracurricular experiments, it is recommended to focus on the ubiquitous physical phenomena in daily life, cultivate their scientific and creative thinking, and conduct more daily research on small physics topics. The author analyzes different types of physics experimental courses and put forward concrete measures to foster students' scientific creativity and improve their scientific creative thinking in experiments.