化学凭借其丰富的研究内容、复杂的研究对象和实验特色，在培养学生的创造性思维能力上具有独特的优势，利用化学学科开展创造性思维教学是实现创造性思维教育的重要途径。 本研究从创造性思维的发展机制、已有的测评方式以及教育实践等方面综述了创造性思维的相关研究，发现创造性思维虽然已经取得了丰富的研究成果，但是化学创造性思维的研究仍存在很大不足。本研究从认识论和心理学两个角度挖掘了化学发展的历史长河中创造性思维的运用，基于化学史对化学创造性思维进行分析研究和教学实践探索。 本研究跳出传统经验方法论的划分模式，提出了一种按照创造性思维进行化学任务类型划分的方法，将化学任务分成建立规律类、建立运行机制模型类、产品设计类、分析组成类以及建立结构模型类5种不同类型。 本研究采取方法论分析与认识论分析相结合的方式，对每一类任务中具有代表性的化学史案例创造过程的结构进行了分析，提出了每一类任务创造性思维的过程模型，总结出了7种化学创造性思维策略。 通过中学生化学创造性思维的表现与培养案例研究发现，学生对于建立结构模型类任务和产品设计类任务的相关问题解决，大都局限在零散的已有知识经验上，缺乏整体抽象概括的意识和合适的思维路径使用。类比联想思维作为两类任务中非常重要一种思维策略，学生在使用时能够借助发散想到很多类似物，但是由于学生看待事物的角度比较单一、知识积累广而不精，所以在类似物和目标物之间完成跨领域的精细迁移存在着很大的困难。 研究者已经在不同化学任务的创造性思维过程、重要策略以及培养和测评中学生化学创造性思维的基本模式方面取得了阶段性进展，但是对于化学史案例中创造性思维过程模型的应用、各类任务重要思维策略的归纳与提炼以及中学化学创造性思维教育的具体实践，还有待进一步研究。

With its rich research content, complex research objects and experimental characteristics, chemistry has unique advantages in cultivating students' creative thinking ability. Using chemistry science to develop creative thinking teaching is an important way to achieve creative thinking education. This research reviews the studies on creative thinking from the development mechanism of creative thinking, existing evaluation methods, and educational practices. It is found that although creative thinking research has yielded rich research results, the study of chemical creative thinking still has a lot of deficiencies. This study probes into the use of creative thinking in the course of chemistry development from the perspective of epistemology and psychology, analyzes and explores the creative thinking of chemistry based on chemical history. This study jumps out of the division method of traditional empirical methodologies and proposes a method for classifying chemical tasks according to creative thinking. It divides chemical tasks into five different types: establishing law, establishing operational mechanism models, product design, analyzing and composition, and establishing structure. In this study, a combination of methological analysis and epistemological analysis was used to analyze the structure of the representative case history of chemical history in each type of task, and the process model for each type of task creative thinking was presented. 7 chemical creative thinking strategies were summarized. Through the performance and training case study of middle school students' chemical creative thinking, it is found that the students' problems in establishing structural tasks and product design tasks are mostly confined to scattered previous knowledge and experience, lacking the awareness of whole abstract generalization and appropriate thinking path usage. Analogy associative thinking is a very important thinking strategy in two types of tasks. Students can use divergence to think of many analogs when they use them. However, because students see things from a single point of view and have a wide but not expert knowledge, they have great difficulty in completing the inter-domain fine migration between analogs and objects. Researchers have made gradual progress in the creative thinking process, important strategies of different chemical tasks, and the basic model of cultivating and evaluating middle school students' chemical creative thinking. However, the application of the creative thinking process model in the case of chemical history the induction and refinement of thinking strategies of each task and the concrete practice of secondary school chemistry creative thinking education need to be further studied.