本文从教育与心理学家的思维培育思想、思维培育的基本理论和思维培育的主要课程和方法三个方面，分析与介绍了国外思维培育的理论与实践。

青少年的科学创造力是一种特殊的能力，是一般创造力发展与科学教育的结晶。研究青少年的科学创造力, 不仅可以丰富和发展创造力理论，而且可以使我们更好地在科学教育中落实以创新精神、创新能力和实践能力培养为核心的素质教育。本文从心理学角度研究青少年科学创造力的内涵、表现和发展以及青少年科学创造力的培养， 旨在引起全社会对培养青少年科学创造力的广泛重视。

This paper describes a study of the influence of the Cognitive Acceleration through Science Education (CASE) programme on the scientific creativity of secondary school students. 1087 pupils from six suburban mixed comprehensive schools in England took part in the investigation. Three of the schools had participated in the CASE programme and three had not. Samples of students in years 7-11 from each school were given the Scientific Creativity for Secondary School Students test, an instrument designed to tap various aspects of scientific creativity. The results indicated that the CASE programme did promote the overall development of scientific creativity of secondary school students, although the effects on different aspects of scientific creativity varied. As expected from previous work on delayed effects of CASE on academic achievement, the results indicated that the effects on creativity were not necessarily immediate, but tended to be long-lasting. Possible interpretations of these results are discussed.

科学能力是中学生的一种特殊的能力，它是学生智力、能力与科学学科有机结合并在科学学科学习、实践方面的具体表现。观察能力、实验能力、思维能力是4 种基本的科学能力；学习能力及分析问题、解决问题的能力是两种综合能力；创造能力则是在这些能力的基础上发展起来的一种高层次的综合能力。4种基本科学能力可用三维立体结构模型来表示。

青少年的科学思维能力是一种特殊的能力，是一般思维能力发展的科学教育的结晶。青少年科学思维能力是由内容、方法和品质组成的三维立体结构。青少年科学抽象思维能力和科学思维能力的发展具有不同的特点和评价方法。要以智力差异为前提，从科学思维品质和非智力因素入手，培养青少年的思维能力。