进入21世纪，各国之间的竞争实为科学技术的竞争以及高素质人才之间的竞争。而天才儿童教育作为一种专门培养高素质人才的教育形式，在世界范围内受到越来越多的关注。同样，在印度，天才儿童教育备受政府和社会各界关注。那么，在这个培养出仅次于长期位列世界前三名且能熟练使用英语的工程技术人员的国家，是如何实施天才儿童教育的、天才儿童教育在印度又具有哪些特点、存在哪些问题是本文着重研究的问题。本研究主要运用文献法和比较法展开，除绪论外，本研究由以下五部分组成。 第一章对印度教育体制、印度实施天才儿童教育背景以及印度天才儿童教育发展历程进行梳理；第二章对印度天才儿童教育的支持体系进行考察；第三章在前两章的基础上对印度特有的天才儿童鉴别和选拔方式进行了系统分析；第四章进一步对印度实施天才儿童教育的主体——学校进行深入分析，分别论述了印度公私立两类不同主体在实施天才儿童教育的现状；第三章和第四章是本研究的重点，通过对印度天才儿童的选拔方式与培养路径的探究，从整体上对印度天才儿童教育的实施全貌进行分析，概括出印度天才儿童教育在实施过程中凸显出的特色、存在的问题以及对我国实施天才儿童教育的启示，即本研究第五章的内容。 本研究发现印度天才儿童教育呈现出以下特点：第一，天才儿童教育的实施为促进社会公平贡献力量；第二，天才儿童教育的发展呈现出系统化特点。第三，天才儿童的鉴别方式呈现出专业化趋势；第四，天才儿童的培养路径呈现出灵活多样化的特点。除此之外，在天才儿童教育的实施过程中也存在一些问题，具体表现为：第一，发展天才儿童教育与正规学校教育存在矛盾；第二，天才儿童数量巨大，难以制定全面有效的天才儿童教育计划；第三，注重学术方面天才儿童的培养，忽视了其他方面天才儿童的培养；第四，人才流失现象严重。我国与印度国情相似，印度天才儿童教育的特点和存在的问题可为我国实施天才儿童教育提供启示和借鉴。

In the 21st century, the competition among countries is the competition of science and technology and the competition among high-quality talents. As a form of education that specializes in training high-quality talents, gifted education has received more and more attention in the world. Similarly, in India, the gifted education is highly concerned by the government and the society. In this country that has trained the world’s second-largest team of skilled professionals who are proficient in English and the top three engineers and technicians in the world, how does this country implement the education of gifted children? What are the characteristics of gifted education and what problems exist in India？The thesis researches on the above issues by using documentary method and comparison method. There are five chapters in the thesis besides the Introduction. The first chapter focuses on the Indian education system, the background of implementation of gifted education, and the development of gifted children in India. The second chapter analyzes policies and institutions related to the education of gifted children. The third chapter analyzes the unique identification methods of gifted children in India. The fourth chapter deals with the implementation of the gifted education in one public and private school in India. The last chapter reviews the characteristics, problems and challenges in the implementation process of gifted education in India and wants to make an effort to provide some references for the Chinese talents strategic plans as well. This study finds that the education of gifted children in India presents the following characteristics: first, the implementation of gifted children's education contributes to the promotion of social equity; Second, the development of gifted children's education presents systematic features. Third, the identification of gifted children shows a trend of specialization. Fourth, the cultivation path of gifted children presents a flexible and diversified feature.. In addition, India's gifted children's education also faces some challenges in the implementation process: first, there is a contradiction between the development of gifted children education and formal school education; second, the number of gifted children is huge, making it difficult to formulate comprehensive and effective gifted education plan; third, more attention is paid to the cultivation of talented children in academic fields, neglect the cultivation of other talented children; fourth, the phenomenon of brain drain is serious. According to the above characteristics and challenges, we can put forward some thoughts on the implementation of the education of gifted children in China.