面对激烈的国际竞争，培养拔尖创新人才已经成为了我国人才强国战略的重心。超常儿童作为人才开发的“富矿”其创造力培养直接影响到拔尖创新人才培养的成效。目前，我国大部分超常儿童分散就读于普通班，其智力水平与实验班超常儿童相近，但是与实验班相比所处教育环境不利，这可能使其创造力发展不充分，而且由于安置环境限制其创造力培养受到制约。近年来，STEAM教育作为提高学生创造力的有效手段受到了各国学者的关注。并且其特点与普通班超常儿童创造力教学设计的各项要求相符合。但其对普通班超常儿童创造力提升的有效性还缺乏实证支持。因此，本研究拟将STEAM教育理念融入科学课的教学设计中，探索适用于我国普通班超常儿童创造力培养的可行途径，并为广大中小学生创造力的培养提供经验借鉴。

本研究基于已有研究的成就与不足，采用准实验研究设计，探究适合普通班超常儿童的创造力培养途径。具体而言本研究从506名儿童中选取普通班超常儿童61人，随机分为实验组（n=33人）和对照组(n=28人)。实验组接受基于STEAM教育理念（核心为“跨学科”与“做中学”）设计的小学科学课程，在教学设计中以项目式教学为框架，将超常儿童教育原则与小学科学课程的基本理念充分融合指导教学，重视认知因素和非认知因素的作用，旨在促进超常儿童的创造力发展。对照组接受常规科学课。研究结果表明基于STEAM教育理念设计的小学科学课能够显著提高普通班超常儿童的创造性产品和发散思维水平（一般领域和科学领域）。

通过对普通班超常儿童创造力促进研究进行分析提出以下建议：（1）积极发现普通班的超常儿童，了解其创造力发展需求；（2）在常规教学中积极应用STEAM教育理念，促进超常儿童创造力发展；（3）关注普通班超常儿童认知和非认知能力的发展，处理好普通教育与超常儿童教育的关系，为其创造力发展营造良好的教育环境。

Facing the fierce international competition, cultivating top-notch innovative talents has become the focus of China's strategy of strengthening the country with talents. As a "rich mine" for talent development, the creativity training of exceptional children directly affects the training effect of top-notch innovative talents. At present, most of the gifted children in China are scattered in ordinary classes, and their intelligence level is similar to that of the gifted children in the experimental class. However, compared with the experimental class, their educational environment is unfavorable, which may make their creativity development inadequate, and the cultivation of their creativity is restricted by the restriction of resettlement environment. In recent years, STEAM education, as an effective means to improve students' creativity, has attracted the attention of scholars all over the world. And its characteristics are in line with the requirements of creativity teaching design for ordinary class gifted children. However, there is still a lack of empirical support for its effectiveness in improving the creativity of gifted children in ordinary classes. Therefore, this study intends to integrate the idea of STEAM education into the teaching design of science class, explore the feasible ways to cultivate the creativity of ordinary children in our country, and provide experience for the cultivation of creativity of primary and secondary school students.

Based on the achievements and shortcomings of existing research, this study adopts quasi-experimental research design to explore ways to cultivate creativity suitable for ordinary class gifted children. Specifically, in this study, 61 gifted children in ordinary class were selected from 506 children, and randomly divided into experimental group (n=33) and control group (n=28). The experimental group accepted the primary school science curriculum designed based on STEAM educational philosophy (the core of which is "interdisciplinary" and "learning by doing"). In the instructional design, the project-based teaching was used as the framework, and the educational principles of gifted children and the basic concepts of primary school science curriculum were fully integrated to guide the teaching, paying attention to the role of cognitive factors and non-cognitive factors, so as to promote the creative development of gifted children. The control group received routine science class. The results show that the primary school science class designed based on the idea of STEAM education can significantly improve the creative products and divergent thinking level (general field and scientific field) of the extraordinary children in ordinary classes.

Based on the analysis of the research on the promotion of the creativity of gifted children in ordinary classes, the following suggestions are put forward: (1) actively discover the gifted children in ordinary classes and understand their creativity development needs; (2) Actively apply the idea of STEAM education in routine teaching to promote the creative development of gifted children; (3) Pay attention to the development of the cognitive and non-cognitive abilities of the gifted children in ordinary classes, handle the relationship between ordinary education and gifted children's education, and create a good educational environment for the development of their creativity.