This paper investigates the current state and proposes measures to develop students’ creative competence in physics education at high schools for the gifted. Through theoretical research, questionnaire surveys, and mathematical statistics, the study establishes a creative competence framework comprising 12 behavioral indicators across four proficiency levels. Survey results indicate that while students at high schools for the gifted possess an excellent theoretical foundation, their creative competence in physics remains limited due to exam-related pressures and intensive curricula. Consequently, the authors propose a set of pedagogical measures, including: designing practice-oriented learning projects, utilizing self-made experimental exercises, and organizing scientific argumentation activities. The research findings contribute to systematizing the theoretical basis of creative competence while providing a practical assessment toolkit and instructional guidance for physics teachers in high schools for the gifted to optimize the creative potential of gifted students.