学生的创新能力不仅是其未来发展的关键因素，更是国家或地区经济持续发展的基础。基础教育阶段学生创新能力培养是当今世界各国基础教育发展与改革最为核心的问题之一。但基础教育阶段学生创新能力发展状况的大样本跨国分析较少，关于学生创新能力发展影响因素的研究更为稀少。

本研究利用PISA测试的数据，从创新性问题解决与问题解决动机两方面测量各国学生创新能力发展状况，使用独立样本T检验或单因素方差分析比较不同群体学生的创新能力差异，使用多元回归模型、带调节的中介效应模型及多水平模型分析学生创新能力的影响因素，主要发现有：

第一，学生创新能力存在显著的群体差异，包括性别差异、年级差异、父母教育背景差异、不同办学质性学校间的差异及不同地理位置学校间的差异；第二，参加国际象棋游戏及计算机编程对学生创新能力发展有显著的积极影响；第三，学校教育对学生创新能力发展有显著的积极作用，否定了学校教育扼杀学生创新能力的观点；第四，家庭文化资源和家庭教育资源对学生创新能力发展有显著的积极影响；第五，家庭文化资源和家庭教育资源是父母教育背景影响学生创新能力的中介变量，父母教育背景是家庭文化资源和家庭教育资源影响学生创新能力的调节变量；第六，学校投入要素对学生创新能力的影响作用不稳定，存在较大的国际差异。这说明各个国家或地区在促进内部校际间学生创新能力均衡发展时，应采取不同的干预措施。例如中国上海的学校应积极开展学生创新性活动，提高有资格证的教师比例，降低生师比，培养良好的学生行为等；第七，为提高本国或本地区学生创新能力的国际竞争力，可从班级规模、创新性活动、有资格证的教师比例、教育资源质量、学生行为等方面调整学校要素的投入策略；第八，文化背景不能很好地解释学生创新能力的国际差异。

基于上述发现，为促进学生创新能力发展，本研究建议应采取以下五方面的措施：第一，各个国家或地区应采取积极措施缩小学生创新能力的群体间差异。创新能力低且内部差异大的群体，既要提高创新能力的整体水平又要缩小内部差异；创新能力低但内部差异小的群体，首要任务是提高创新能力的整体水平；创新能力高而内部差异大的群体，首要任务是缩小内部差异；创新能力高且内部差异小的群体，可以进一步提高创新能力水平并缩小内部差异。此外，创新能力相对较低的群体还需扩大高创新能力学生的比例。第二，鼓励学生参加国际象棋游戏及计算机编程活动。第三，家长应在力所能及的情况下尽可能地为学生提供适当的文化资源和教育资源。第四，在缩小国家或地区内的学生创新能力校际差异时，各个国家需采取不同的资源投入策略，例如中国上海的学校应积极开展学生创新性活动，提高有资格证的教师比例，降低生师比，培养良好的学生行为。第五，为提升本国或地区的学生创新能力的国际竞争力，可以在学校层面适当地调整班级规模（39人最佳），组织学生开展创新性活动，提高有资格证的教师比例，提供丰富的教育资源，培养良好的学生行为等。

Students' creativity is not only the key factor of their future development, but also the foundation of the sustainable development of national or regional economy. The cultivation of students' creativity in the basic education is one of the core issues in the development and reform of basic education allover the world. However, there are fewer cross-country analyses on the development of students' creativity in the basic education stage, and rare studies on the influencing factors of students' creativity development.

Using the data of PISA test, this study measures students' creativity in different countries from two aspects of creative problem-solving and problem-solving motivation, compares the differences of creativity of different groups of students, and analyzes the influencing factors of students' creativity. The main findings are as follows: first, there exist significant differences in students' creativity, including gender differences, Grade differences, parents' education background differences, differences between public and private schools and among geographical locations; secondly, participation in chess games and computer programming has a significantly positive impact on the development of students' creativity; thirdly, school education has a significant positive effect on the development of students' creativity, which refute the view that school education kills students’creativity; fourthly, family cultural resources and family educational resources have a significant positive impact on the development of students' creativity; fifth, family cultural resources and family educational resources are the mediators of parents' education attainment affecting students' creativity, and parents' educational attainment is the moderator of family cultural resources and family educational resources affecting students' creativity; sixth, the influence of school input factors on students' creativity is not stable and has great international differences. This indicates that different countries should take different intervention measures to promote the balanced development of inter-school students' creativity within the country. For example, schools in Shanghai, China should actively carry out creative activities for students, increase the proportion of certificated teachers, reduce the student-teacher ratio, and cultivate good student behavior. Seventh, in order to improve the international competitiveness of students' creativity, we can adjust class size, creative activities, the proportion of certificated teachers, the quality of educational resources, and student behavior. Eighth, cultural background can not explain the international differences of students' creativity significantly.

Based on the above findings, in order to promote the development of students' creativity, this study suggests that the following five measures should be taken: first, each country or region should take positive measures to eliminate the group differences of students' creativity. According to the two dimensions of creativity level and difference, this paper classifies the situation of students' creativity in different countries. The groups with low creativity and large internal difference should not only improve the overall level of creativity, but also reduce the internal difference. For the groups with low creativity and small internal difference, the first task is to improve the overall level of creativity; for the groups with high creativity and large internal difference The first task is to narrow the internal differences; the groups with high creativity and small internal differences can further improve the level of creativity and narrow the internal differences. In addition, the groups with low creativity need to increase the proportion of students with high creativity; secondly, encourage students to participate in chess games and computer programming; thirdly, parents should provide students with appropriate cultural and educational resources as far as possible; fourthly, when eliminating the inter school differences of students' creativity in countries or regions, each country needs to Take different resource investment strategies, for example, schools in Shanghai, China should actively carry out innovative activities for students, increase the proportion of qualified teachers, reduce the ratio of students to teachers, and cultivate good student behavior; fifthly, in order to improve the creativity of students in their own country or region, we can adjust the class size (39 students are the best), and organize students to carry out innovative activities at the school level, Improve the proportion of qualified teachers, provide rich quality of educational resources, and cultivate good student behavior.