Research on the Reform Path of Engineering Education Curriculum System in Local Universities Under the New Engineering Background

The traditional curriculum setting mode is still the bottleneck restricting the reform of engineering education in local universities. The curriculum setting framework of the "discipline" system occupies a dominant position, resulting in the inability to connect the training objective, curriculum objective and curriculum system. Under the new engineering background, the reform of engineering education in local universities is promoted. Curriculum system reform is the basis of action plan, According to the principle of order, completeness, appropriateness and testability, handling the relationship between the theoretical courses and practical courses, branch courses and comprehensive courses, compulsory courses and elective courses, explicit courses and implicit courses, innovation education courses and entrepreneurship education courses, that is conducive to promoting the transformation and development of local undergraduate universities. Engineering education requires courses, and the mission of course is to educate students. The Accreditation Board for Engineering and Technology has proposed talent training standards for 11 aspects of undergraduate engineering education [1] . The European Federation of National Engineering Associations has proposed 12 standards for engineer' competence [2] . There are 7 competency standards in the professional certification standards of engineering education formulated by Japan Accreditation Board for Engineering Education [3] . The certification standards of China Engineering Education Accreditation Association are divided into two parts: general standards and professional supplementary standards. The general standard sets 3 training objective and 12 graduation requirements to support the achievement of training objective [4] . The training objectives of the world's undergraduate engineering education are gradually becoming standardized and equivalent, but the realization of the training objective needs to be supported by the corresponding curriculum system, In other words, the starting point and the foothold of undergraduate engineering education reform is the curriculum system reform. Theoretically, the course objectives play an intermediary role in connecting the training objectives and the curriculum system. Generally speaking, in most local universities training objectives must either imitate key undergraduate or imitate the foundation of the