Study On The Curriculum System Of Engineering Education In Research-oriented Universities

With the intersection and integration of science and technology and the huge demand for global industrial transformation,upgrading and development in the 21 st century,the trend of socialization of science and technology is more prominent.How do universities,especially Research-oriented Universities,become the leaders of science and technology,and how to train and lead the future society? The higher engineering education talents have become the hotspot of university engineering education reform at home and abroad.As a leader in the field of higher engineering education in the world today,American Research-oriented Universities often use the curriculum as a breakthrough to meet the new requirements of social development,and to achieve the goal of reforming higher education by adding new courses and adjusting the curriculum structure.Therefore,taking the curriculum system as the focus,studying the characteristics of higher engineering education in American Research-oriented Universities has far-reaching theoretical and practical significance for the reform of engineering education curriculum system under the new engineering construction in China.This study selects the world university discipline list--the engineering and technology discipline rankings in the world's first and second MIT and Stanford University as the main research object,taking the Taylor's curriculum principle as the theoretical basis of the case study,respectively from the university's The curriculum concept of the two university engineering colleges is studied in three aspects: the educational concept and the training objectives,the composition of the course content,and the organization of the curriculum system.MIT is guided by the philosophy of equal emphasis on science and practice,project-centered to achieve inter-departmental and inter-curricular links,and develop student engineering thinking;Stanford University is guided by the educational philosophy of learning,focusing on engineering foundation and depth.Integration,the goal of engineering capacity development.By comparison,it is found that the two universities pay attention to the broadness of the general curriculum and the orientation of the professional curriculum;focus on the basic engineering knowledge and engineering tools in the professional curriculum,and realize the engineering integration in the top course and practice project;In this way,MIT is guided by students' participation in multiple interdisciplinary projects,and the integration and coherence of the curriculum system.Stanford University constructs its curriculum system in a way that students determine a certain research field and continue to work vertically and in depth.Based on this,China's Research-oriented Universities should integrate the major challenges and future development directions of the current engineering field with the engineering education curriculum in the reform of the new engineering construction curriculum system,and develop “focus on problems or projects” and integrate “theory and research”.Teaching as one of the curriculum system to develop students' creative and engineering design capabilities;to carry out interdisciplinary and multidisciplinary engineering research and design,to provide students with integrated and cutting-edge curriculum content;relying on the research university's rich research projects The advantage is to provide students with comprehensive engineering research courses as much as possible,so that students can achieve “learning in research” and “researching in learning”.