伴随经济全球化和科学技术的迅猛发展，培养拔尖创新人才成为世界各国经济发展和科技发展的需求，也是当今时代发展的必然选择。超常儿童教育的实践与发展是新时代拔尖创新人才培养的重要途径。目前我国仍有绝大多数的超常儿童留在普通班中接受常规的教育，相对有着丰富创造力教育资源的超常教育实验班的超常儿童而言，普通班超常儿童的创造力潜能容易受到忽视。教师是人才培养的主力军，他们的专业知识与能力对超常儿童的发展有着重要的影响，然而当前多数普通学校教师缺乏超常儿童教育和创造力培养相关专业的知识储备，因此为普通学校教师提供适当的超常儿童教育和创造力的理论与实践知识，帮助他们学习如何在课堂教学中培养超常儿童的创造力潜能，对普通班超常儿童的创造力发展有着重要的意义。但是已有研究尚未提出能够满足普通班超常儿童创造力发展需求的、具有实操性的创造性教学教师指导方案。基于上述背景，本研究结合超常儿童发展特点和教学原则，编制了《创造性课堂环境构建的指标体系》，并开展教师培训，由教师将其应用于课堂教学，旨在探索在常规学科教学中培养普通班超常儿童创造力的可行途径，为拔尖创新人才的早期培养提供实证支持。

本研究包括子研究一和子研究二。

子研究一主要采用德尔菲法，围绕《创造性课堂环境构建的指标体系》的编制，通过三轮专家评定展开研究。首先基于已有理论和文献，全面分析创造性课堂环境教学的基本要素，形成《创造性课堂环境构建的指标体系》基本架构。其次，将超常儿童的发展特点和教学原则融入进《创造性课堂环境构建的指标体系》的架构中，通过课堂观察和教师访谈进一步完善相关内容，初步拟成《创造性课堂环境构建的指标体系》。最后，将初拟的《创造性课堂环境构建的指标体系》以问卷调查的形式发放，对创造力培养和超常儿童教育相关领域的理论与实践专家开展了三轮的专家咨询与修订，最终形成了具备一定专家效度的《创造性课堂环境构建的指标体系》。

子研究二采用准实验研究中的单组前后测实验设计，共进行了两轮实验研究。将《创造性课堂环境构建的指标体系》用于课堂教学，考察该指标体系在实践应用中的有效性。具体步骤如下，首先参考普通班超常儿童的筛选标准，从三年级450名学生中鉴别出42名普通班超常儿童作为研究对象，采用单组前后测准实验设计开展第一轮原始教学实验研究，然后依据子研究一编制的《创造性课堂环境构建的指标体系》对该年级5名数学教师开展培训，在《创造性课堂环境构建的指标体系》的指导下，将修改后的教学设计应用于小学数学课堂教学中。采用单组前后测准实验设计开展了第二轮的创造性课堂环境教学实验。研究结果表明《创造性课堂环境构建的指标体系》的应用能够有效提升普通班超常儿童的创造力水平，同时对普通儿童的创造力水平也有良好的促进效果。

基于上述研究过程和结果，本研究提出以下几点建议：

（1）普通学校教师应该积极发现普通班超常儿童，并关注其创造力发展的需要。（2）可以借鉴《创造性课堂环境构建的指标体系》帮助普通学校教师提升教育教学能力，为教师构建创造性的课堂环境提供支持。（3）教师应该积极践行创造性课堂环境的构建，重视在常规的学科教学中培养学生的创造力，采用灵活的方式为普通儿童和超常儿童提供适宜的创造力发展机会和空间。

With the globalization of the economy and the rapid development of science and technology, cultivating top-notch innovative talents has become the demand for economic and technological development of all countries in the world, which is also an inevitable choice. The practice and development of gifted children education is an important way to cultivate top-notch innovative talents in the new era. At present, most of the gifted children in our country still stay in ordinary classes to receive regular education. Compared with the gifted children in the experimental classes for supernormal education with rich creativity education resources, the creativity potential of the gifted children in ordinary classes is easily overlooked. Teachers are the main force in talent cultivation. Their professional knowledge and capacity have an important impact on the development of gifted children. However, most ordinary school teachers currently lack the professional knowledge reserves related to gifted children education and creativity cultivation. Therefore, to provide ordinary school teachers appropriate theoretical and practical knowledge of gifted children education, helping them learn how to cultivate gifted children's creative potential in classroom teaching, is of great significance to the development of creativity of gifted children in ordinary classes. However, there has not yet been proposed a practical guidance for creative teaching that can meet the needs of creativity development of the gifted children in ordinary classes. Based on the above, combined with the development characteristics and teaching principles of gifted children, this study compiled the "Index System of Creative Classroom Environment Construction" for teacher training and classroom teaching, and to explore a feasible approach to creativity cultivation of gifted children in ordinary classes in conventional teaching and to provide empirical support for the early cultivation of top-notch innovative talents.

This study includes sub-study 1 and sub-study 2.

Sub-study 1, focusing on the compilation of "Index System of Creative Classroom Environment Construction", mainly adopted the Delphi method, and was carried out after three rounds of expert evaluation. Firstly, based on the existing theories and literature, it comprehensively analyzed the basic elements of creative classroom environment teaching, and formed the basic structure of "Index System of Creative Classroom Environment Construction". Secondly, it integrated the development characteristics and teaching principles of gifted children into the framework of the "Index System of Creative Classroom Environment Construction", further improved the relevant content through classroom observation and teacher interviews, and preliminarily drawn up the "Index System of Creative Classroom Environment Construction". Finally, the preliminary "Index System of Creative Classroom Environment Construction" was issued in the form of questionnaire survey, and three rounds of consultation and revision were carried out by research and practice experts in the fields of creativity cultivation and gifted children education, forming a version of "Index System of Creative Classroom Environment Construction" with certain expert validity.

Sub-study 2 adopted the one-group pre- and post-test design in quasi-experimental research, and conducted two rounds of experimental research. The "Index System of Creative Classroom Environment Construction" was used in classroom teaching, and the effectiveness of the index system in actual practice was investigated. The specific steps were as follows. Firstly, referring to the screening criteria of the gifted children in ordinary classes, 42 gifted children in ordinary class were identified from the 450 students in the third grade as test objects, and the first round of original teaching experimental research was carried out by using the one-group pre- and-post-test design. Then, according to the "Index System of Creative Classroom Environment Construction" compiled by sub-study 1, the five ordinary class mathematics teachers of this grade were trained. The second round of the creative classroom environment teaching experiment was carried out by using the one-group pre- and post-test design, and the teaching design revised according to the "Index System of Creative Classroom Environment Construction" was applied to the mathematics classroom teaching in primary schools. The research results show that the application of the "Index System of Creative Classroom Environment Construction" can effectively improve the creativity level of gifted children in ordinary classes, and also has a good effect on promoting the creativity level of ordinary children.

Based on the above research process and results, this study puts forward the following suggestions:

(1) Ordinary school teachers should actively excavate the gifted children in ordinary classes and pay attention to the needs of their creativity development. (2) We can learn from the "Index System of Creative Classroom Environment Construction" to help ordinary school teachers improve their education and teaching ability, and provide support for them to build a creative classroom environment. (3) Teachers should actively practice the construction of a creative classroom environment, pay attention to cultivating students' creativity in regular teaching, and provide ordinary children and gifted children with suitable opportunities and space for creativity development in a flexible way.