本研究的目的在于编制适合我国高中生的科学创造力测验，探索高中生科学创造力的类型和影响因素。高中生的科学创造力的研究是有限的。已有科学创造力的测验主要是发散性思维测验。而研究表明，仅仅有发散性思维是不够的，聚合思维和评估过程在科学创造力中同样具有重要的作用。本研究基于高中科学学科（物理、化学、生物）、科学过程和创造性思维能力开发高中生科学创造力测验。科学过程包括发现和提出科学问题、提出解决方案，选择和评价方案以及问题解决的过程。在这个过程中，通过设置发散性思维任务（提出问题和提出方案）和聚合思维任务（评价解决方案和问题解决）评估科学创造力，从而实现对科学创造力的新颖性和恰当性的测量。对于编制的科学创造力测验进行初测、修改以及正式测验并分析该测验的信度和效度。研究一结果表明：（1）《高中生科学创造力测验》具有较高的信度，Cronbachα系数、评分者信度等均达到心理测量学要求的水平；（2）因素分析结果表明《高中生科学创造力测验》具有较高的结构效度。研究二结果表明，高中生科学创造力可以分为四个类型。其中第一类学生是具有高科学创造力水平的学生，在发散性思维和聚合思维水平都很高。第二类学生是发散性思维一般，聚合思维水平高的学生。第三类学生是发散性思维一般，聚合思维水平低的学生。第四类学生是发散性思维和聚合思维水平都低的学生。 对于科学创造力，性别与年级的交互作用不显著，但性别与年级的主效应显著。高一年级在科学创造力的三个维度上优于高二年级。女生在科学创造力的发散性思维（提出问题）和发散性思维（提出方案）两个维度优于男生，在聚合思维上，女生和男生没有显著差异。在科学创造力的影响因素上，只有年级、创造性人格和母亲的教养方式能够对科学创造力的发散思维有预测作用，对科学创造力的聚合思维维度有预测力的因素是年级因素和创造性人格。

The purpose of this study was to develop an appropriate scientific creativity test for Chinese high-school students and explore the types and influential factors of high-school students’ scientific creativity.Previous research on the scientific creativity of high-school students has been limited. Existing scientific creativity tests are mainly limited to divergent thinking tests. Research has shown that, divergent thinking can’t fully represent scientific creativity, convergent thinking and the evaluation process also have an important role.The scientific creativity test for High-school students was developed based on high school science disciplines (physical, chemical, and biological), science process and creative thinking process. Science process includes identifying scientific problem, exploring possible solutions, evaluation and solving problem. Divergent thinking tasks (problem finding and explore possible solutions) and convergent thinking tasks (evaluating the solutions and problem solving) were administered to high school students in each discipline to estimate scientific creativity, thus both originality and appropriateness of scientific creativity can be tested.After a pilot test, item modification, and the formal test, reliability and validity were analyzed.Results of study one showed that: (1) the Scientific Creativity Test has high reliability, in terms of Coefficient alpha and rater reliability coefficient; (2) the Scientific Creativity Test has high construct validity. Result of exploring factor analysis showed that the test has three factors.Results of study two showed that all the students can be divided into four types. The first class of students has high levels of divergent thinking and convergent thinking. The second class of students has a medium level of divergent thinking and a high level of convergent thinking .The third category of students has a medium level of divergent thinking and a low level of convergent thinking. The fourth class of students has low levels of divergent thinking and convergent thinking. 2×2 Analysis of Variance indicated no interaction effect and significant main effects of grade and gender. Grade one performed better than Grade two. Females performed better than males in divergent thinking(questions) and divergent thinking(proposals), and there was no significant difference between males and females in convergent thinking.Three factors including grade, creative personality and the mother’s parenting can predict divergent thinking of scientific creativity, and only the factors of grade and creative personality can predict convergent thinking of scientific creativity.