STEM成为促进经济发展和增强国际竞争力的核心动力，但是各国都在面临 STEM 危机，即投入STEM 的学生逐年增加，领域内精英人才却减少。为STEM 岗位提供称职的从业者，成为全球STEM教育的核心目标之一。作为STEM教育的基石，中学阶段的STEM职业期望对其日后从事该领域的工作具有较大的预测力。从西方职业理论一个世纪的发展看，环境、行为与职业期望有着互动影响，学校是学生学习的主阵地，学校学习环境对中学生STEM职业期望的影响非常关键。本项目的研究问题是目前国内外学术界和实践界尚待解决的重要问题，本项目结合典型性案例与实证研究，基于PISA 2015统计数据，探索学校学习环境对中学生STEM职业期望的影响机理，同时关注个人和结构性因素的交互作用。本项目拟在学校学习环境基础理论、职业期望发展模型和STEM职业期望的微观作用机理三个方面产生理论贡献，对学校学习环境改进的实践研究有指导意义。

STEM has become the core power to promote economic development and enhance the international competitiveness, but all countries are facing the STEM crisis, that is, the number of students who have invested in STEM has increased year by year, but the talents in the field have decreased, providing competent practitioners for STEM positions, as one of the core objectives of global STEM education. As the cornerstone of STEM education, STEM occupation expectation at secondary school stage is the prediction of students who will work in this field in the future. From a century development of the western theory of occupation, there is interactive effect of environmental behavior and the occupation expectation. The school is the main position of students, thus the school learning environment has a crucial effect on students' STEM occupation expectation. The problem of the our project is an important issue in academic circles at home and abroad which need to be solved, the project combines the typical case study and empirical research, based on the statistical data of PISA 2015, to explore the mechanism of school learning environment on students STEM occupation expectations, along with the personal interaction and structural factors. This project aims to produce theoretical contributions of three aspects of microcosmic mechanism in school learning environment, occupation expectation development model and STEM occupation expectation, which has guiding significance for school practice on environmental improvement.