Gender gaps in STEM fields have been studied for a long time, and the primary focus has been on the relationship among social support (parents and teachers), STEM beliefs (STEM interest belief, self‐efficacy belief, and value belief), and STEM career expectations. Framed in Expectancy‐Value Models, this article aimed to explore how social support affects students' STEM career expectations directly and indirectly through STEM beliefs. Further, a gender study was conducted to examine the differences in structural relations between male and female student groups using multiple‐group structural equation modeling. A total of 798 10th grade students were surveyed in mainland China. The results showed that (1) male students performed better than female students in STEM career expectations, STEM value beliefs, STEM self‐efficacy beliefs, as well as parents' and teachers' support; (2) female students' STEM career expectations could be predicted by parental support, STEM value beliefs, and STEM interest beliefs, while male students' STEM career expectations were positively influenced by parental support, STEM self‐efficacy, and STEM interest beliefs. Hence, there were apparent gender differences regarding STEM interest beliefs, STEM self‐efficacy and their relationship toward future career expectations. Specifically, STEM interest beliefs were positively correlated with STEM career expectations of female students, whereas STEM self‐efficacy could only significantly influence male students' STEM career expectations.

Science career expectations can be affected by personal science beliefs and social supports. Framed in Expectancy-Value Models, this research studied the influence of science beliefs (science interest belief, self-efficacy belief and value belief) and social supports (parents and teachers) on students’ science career expectations by the survey of 798 10th grade students. Based on Structural Equation Model, it was found that: 1) science interest belief, self-efficacy belief, value belief and parents’ support can directly predict students' expectations of science careers; 2) the effect of student’s perception from parents and teachers support on science choice preferences and career engagement are mediated through the effects on students’ interest, self-efficacy and value in science. Therefore, teachers and parents should enhance students’ science beliefs and identity for the improvement of their science career expectations. Keywords: influencing factors, science career expectations, Structural Equation Model, 10th grade students.

Abstract.The primary task of university education is to stimulate students' autonomic learning and cultivate students' creative thinking. This paper put to use problem based learning (PBL) teaching mode, to enable students master flexible knowledge as the goal, and a detailed analysis of the implementation method and concrete measures of PBL teaching reform in the course of Laser Principle and Application, then compared with the former teaching methods. From the feedback of students and teaching experience, we get good teaching effect and prove the feasibility of PBL teaching mode in Since the 20th century, the laser is another major invention following the atomic energy, computer, semiconductor of mankind. As soon as it appeared, the world changed a lot, it has been widely used in the military, aerospace, communications, industry, medicine, scientific research, etc.1-5 Science and technology is the first productivity, and laser technology is one of the important component. Therefore, it's particularly important to learn the course of Laser Principle and Application, as a teacher, we should to introduce advanced laser principles and acknowledges, and professional laser technology to students. However, due to the difficulty of the course content, it is hard for the students to master the teaching content required by the