创造性思维的养成是培养创新人才的核心环节。舞蹈教育通过对非逻辑性思维的训练，在培养创造性思维上具有得天独厚的优势。本文以沃拉斯的创造性思维四阶段模型为基础，设定了积累舞蹈语言、启迪舞蹈意象和激发舞蹈创作的三级分层教学目标，从基础课、启迪课和创作课三个层面，在非专业学生中开设了形体舞蹈，舞蹈欣赏和舞蹈艺术理论与实践三门课程，引导学生对创造性思维进行感知、启迪和激发训练。初步实践表明，通过教学目标设计、教学课程结构设计和不同层面的实践尝试，新的教学过程与以往相比，互动过程增加，学生的思维更加活跃，提出了不少创意、并积极地创作出了一些颇有新意的舞蹈作品。这种以舞蹈审美教育为核心的业余舞蹈教学,提升了非舞蹈专业大学生们的感性能力、感知素质和创新的智慧。

How to cultivate innovative talents more effectively, is a major problem throughout our education system, especially in colleges and universities which need to study and solve. And develop creative thinking is an important part of innovation and personnel training. Compared to other disciplines, arts education with its focus on the training of non-logical thinking and creative thinking, making it advantage in a unique thinking training. In this paper, the creative thinking of the “four-stage model” theory and psychology raised by Wallas (J. Wallas), combining with the current state of the art of dance education, explore the art of dance education in the process of how to inspire the creativity of students in practice, and stimulation of students' creative thinking has been actively exploring. Preliminary Practice shows after guiding consciously, Students' thinking becomes more active, the desire to express becomes more intense and create some quite innovative dance works.