如何培养学生的创造力已经成为 21 世纪以来，科学教育教学研究领域中重要的热点问题。我国新修订的中学物理课程标准更是将创新作为物理学科核心素养科学思维的重要组成部分。为此，本文基于创造力培养的教学活动设计标准框架，通过编码对高中物理教材和课堂教学视频进行量化分析，提炼指向创造力培养的高中物理教学策略，并将其应用于高中物理教学设计的改进实践中。力图在中学物理教学中落实新课标，特别是在教学中如何培养学生的创造力提供有价值的研究参考。本文共有 7 章，结构如下。
第一章是绪论。本章包括研究背景、研究问题和研究意义。
第二章是文献综述。本章对相关的研究基础进行文献综述。在简述国内外对创造力的相关研究后，综述国内外在创造力教学培养方面的相关研究，最后综述国内外对创造力评估的相关研究，其中重点梳理了在创造力评估研究领域有影响力的 4 个创造力评估工作。
第三章是研究设计。本章对本研究的核心概念展开界定与辨析，明确研究内容和相应的研究方法。在文献梳理分析基础上，确立编码分析基础框架——创造力培养的教学活动设计标准框架。介绍研究工具的分析流程，最后给出研究流程。
第四章是指向创造力培养的高中物理教材分析研究。本章在确定分析对象与编码方法后，再进行编码分析。分析研究显示：高中物理教材的不同教学内容，对创造力培养指标的关注差异很大。因此，将高中物理教材的教学内容分为三类。第一类教学内容对创造力的培养具有因内容带来的天然优势，教材中涵盖较多的创造力培养指标。第二类教学内容对创造力的培养也存在积极潜力，教材中涉及的创造力培养指标居中。第三类教学内容则对创造力的培养非常不友好，教材中涉及的创造力指标很少。
第五章是指向创造力培养的高中物理教学策略研究。本章依据对教材内容分析确定的三类教学内容，分别选取相应教学内容的探究优质课和常规实录课共 18 个教学视频作为分析对象，对其进行视频编码分析。基于视频编码分析和教材分析结果，提炼出针对三类教学内容的、指向创造力培养的高中物理教学策略。
第六章是指向创造力培养的教学设计改进研究。本章以经过教学实践检验的《加速度》、《重力与弹力》教学设计为例，说明运用指向创造力培养的高中物理教学策略对教学设计进行改进的方法。
第七章是总结与展望。本章包括本文的研究结论、研究反思与展望。

The cultivation of student creativity has emerged as a pivotal topic in the field of science education research since the 21st century. Notably, China's newly revised high school physics curriculum standards highlight innovation as a crucial component of scientific thinking within the core literacy of physics discipline. To this end, this paper, grounded in a standard framework for teaching activities designed to foster creativity, quantitatively analyzes high school physics textbooks and classroom teaching videos through coding. It extracts teaching strategies for high school physics aimed at fostering creativity and applies them to improving the design of high school physics teaching. The aim is to implement the new curriculum standards in high school physics teaching, particularly providing valuable research references on how to cultivate student creativity in teaching. This paper comprises seven chapters, structured as follows.
Chapter One is the Introduction, encompassing the research background, research questions, and research significance.
Chapter Two is a Literature Review, providing a comprehensive overview of relevant research foundations. After briefly discussing creativity research both domestically and internationally, it surveys related research on creativity teaching and cultivation, culminating in a review of research on creativity assessment, focusing on four influential creativity assessment frameworks.
Chapter Three details the Research Design, defining and discriminating the core concepts of this study and clarifying the research content and corresponding methodologies. Based on a literature review, a standard framework for teaching activities designed to foster creativity is established as the foundation for coding analysis. The analytical process of research tools is introduced, followed by the presentation of the research flow.
Chapter Four focuses on an Analytical Study of High School Physics Textbooks Oriented to Creativity Cultivation. It begins by establishing analysis objects and coding methods, followed by coding analysis. The analysis reveals significant differences in the attention paid to creativity cultivation indicators across different teaching contents in high school physics textbooks. Consequently, the teaching contents of high school physics textbooks are classified into three categories. The first category naturally advantages creativity cultivation due to its content, with numerous creativity cultivation indicators covered in the textbooks. The second category also holds potential for creativity cultivation, with a moderate number of creativity cultivation indicators. In contrast, the third category is less conducive to creativity cultivation, with few creativity indicators found in the textbooks.
Chapter Five explores High School Physics Teaching Strategies Oriented to Creativity Cultivation. Based on the three categories of teaching contents identified in Chapter Four, this chapter selects high-quality inquiry courses and routine recorded courses corresponding to each category, totaling 18 teaching videos, as the research objects for coding analysis. Video coding analysis is then conducted. Finally, based on the video coding analysis and textbook analysis results, high school physics teaching strategies Oriented to creativity cultivation for the three categories of teaching contents are extracted.
Chapter Six investigates the Improvement of Teaching Design Oriented to Creativity Cultivation. Using "Acceleration" and "Gravity and Elasticity" as examples, which have been tested through teaching practice, this chapter demonstrates how to improve teaching design by applying high school physics classroom teaching strategies Oriented to creativity cultivation.
Chapter Seven concludes with a summary and outlook, encompassing the research conclusions, reflections, and future directions of this paper.