当前国内教育模式逐渐由讲解式课堂转变为思维式课堂，学生积极主动进行探究式学习，运用创造性思维解决实际问题。研究表明空间影响人的创造力，尤其会对进行创造性学习学生的思维活动及科学创造力表现水平产生影响。创客空间作为人与创新文化的纽带，支持学习者以团队或个人形式进行开源学习与制造分享，促进学生创造力提升，相比传统课堂空间更易激发创造灵感。由此衍生出本文的探讨：什么样的学习环境有助于激发K-12学生的创造性思维？
文章由研究目的、意义、方法、过程展开，最终构建出K-12创客空间室内设计策略。首先由绪论部分对研究背景及相关概念进行梳理，制定策略框架并构建研究步骤。具体研究概况如下：
第二章围绕创造性学习空间理论研究展开。结合STEAM教育及创造性学习模式，讨论在此背景下的教学空间应具备的理念与特色；通过对创造性学习空间理论模型中的空间元素进行整合与对应，探讨空间对学生创造力影响的十个方面。将“设计因素—心理作用—创意行为”理论模型进行解读与分析，明确创造性学习空间模型构建模式及空间具体形态实例。
第三章运用多维互证法进行创造性学习空间模式定义与空间设计初探。通过实地调研，深度了解国内创客教育开设情况与教学空间设计范式；通过半结构化的专家访谈及典型案例的搜集分析，探索K-12创客空间室内设计模式；提炼和归纳K-12创客空间设计特点，形成创造性学习空间设计的初步探索。
第四章在前文基础上进行K-12创客空间室内设计原则和策略的推导。通过探讨空间设计表征和场景模式，洞悉不同表征给人带来的心理感受，并整理归纳其与创造力的关系；明确设计元素和表征在创造性思维发端中起到的作用，推衍出K-12创客空间室内设计理论模型；深入探讨设计意图及元素置入特点，以学生行为和区域功能为依托，总结提炼K-12创客空间室内设计的策略原则。
总之，K-12创客空间室内的陈设布置应以行为学与认知心理学为依托，充分挖掘课堂流程与行为交互之间的关系，用物理手段进行有效介入，从而更好地探索创客空间室内设计手法，让空间更好地为创造性学习模式服务。

At present, the domestic education model has gradually changed from explication-type classroom to thinking type classroom, in which students actively carry out inquiry-based learning and solve practical problems with creative thinking. The research shows that space affects people's creativity, especially the thinking activity and the level of scientific creativity performance of creative learning students. As a link between people and innovative culture, maker space support learners to carry out open source learning and manufacturing sharing in the form of teams or individuals, promote students' creativity, and inspire creativity more easily than traditional classroom Spaces. What kind of learning environment helps to stimulate creative thinking in K-12 students?
This article starts with the research purpose, significance, method and process, and finally builds the interior design strategy of K-12 maker space. Firstly, the introduction part combs the research background and related concepts, formulates the strategy framework and constructs the research steps. The specific research overview is as follows:
The second chapter focuses on the theoretical research of creative learning space. Combining STEAM education and creative learning model, the concept and characteristics of teaching space should be discussed in this context. By integrating and corresponding the space elements in the theoretical model of creative learning space, ten aspects of the influence of space on students' creativity are discussed. The theoretical model of "design factor - psychological effect - creative behavior" is interpreted and analyzed, and the construction mode of creative learning space model and the concrete form of space are clarified.
The third chapter uses the multi-dimensional mutual proof method to define the space pattern of creative learning and explore the space design. Through field research, in-depth understanding of domestic maker education and teaching space design normal form. Through semi-structured expert interviews and the collection and analysis of typical cases, explore the interior design mode of K-12 maker space. Abstract and summarize the design characteristics of K-12 maker space to form a preliminary exploration of creative learning space design.
The fourth chapter deduces the interior design principles and strategies of K-12 maker space on the basis of the above. By exploring the representation and scene pattern of space design, readers can understand the psychological feelings brought by different representations, and summarize the relationship between them and creativity. Clarifying the role of design elements and representations in the initiation of creative thinking, and deducing the theoretical model of K-12 maker space interior design. The design intention and the features of element placement are deeply discussed, and the strategic principles of K-12 maker space interior design are summarized and refined based on student behavior and regional function.
In summary, the interior layout of K-12 maker space should be based on behavioral science and cognitive psychology, fully tap the relationship between classroom process and behavioral interaction, and effectively intervene with physical means, so as to better explore the interior design methods of maker space and make the space better serve the creative learning mode.