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Engineering education professional accreditation is a universal guarantee mechanism for the quality of engineering education. It is also the basic of international mutual recognition of the engineering education and engineer qualifications. This article explores the professional accreditation of electrical engineering and automation specialty in Shanghai DianJi University, with in-depth research in the training objectives, graduation requirements, curriculum system, practical aspects and evaluation system. Emphasizing on the development of technical ability and application capability, it aims to practically improve the education quality of application-oriented undergraduate education system of electrical engineering and automation specialty. Engineering Education Professional Accreditation Engineering Education Professional Certification, which was initiated by 7 United States professional academies in 1932, refers to the specialized certification of engineering professional education for higher education institutes by the professional certification organizations. It is carried out by specialist guilds, professional associations, education and enterprise experts, aims at providing the qualified propaedeutic for technique talents in the industry [1~4]. The core of Engineering Education Accreditation, is kind of quality assessment of the matching degree between the education goals and the industry standards, to guarantee the engineering graduates access to highly recognized in the industry. In order to achieve that, the curriculum design, the teaching faculty and all sort of resources shall work for the core; and meanwhile, continuous improvement mechanism and culture is also strongly to be suggested to ensure the quality and the vigor of engineering education. In 2006, engineering education accreditation started to be applied in realm of electricity, machinery and others, then was gradually expanded. In June, 2013, China became an associated member of the Washington Accord in the International Engineering Union Assembly held in Seoul, which accelerated the development of China engineering education accreditation. And it did significant contribution on promoting China’s higher engineering education to obtain international recognition, and training more engineers who could participate in international project [5~9]. Explorations of Electrical Engineering and Automation Accreditation Application-oriented electrical engineering and automation specialty has a close contact with practice. Therefore, comparing with other professions, it has a higher urgency to achieve the engineering education professional accreditation. Shanghai Dianji University (SDJU) launched the plan of engineering education accreditation in 2014, selected electrical engineering and automation specialty of electrical engineering institute as a pilot. SDJU attaches great importance to the accreditation project, and set up a professional team for it. In 2016, this project gained the financial aid from Shanghai Higher Education Key Teaching Reform Project. So far SDJU has achieved an initial success in the exploration research of training objectives, graduation requirements, curriculum system, practical aspects and evaluation system. 6th International Conference on Social Network, Communication and Education (SNCE 2016) © 2016. The authors Published by Atlantis Press 194 Objectives and Graduation Requirements. The concept of talent training is reflected in educational ideology and has an important influence on the talents cultivation. To conform to the current development of higher education, educators should firstly correct talent training philosophy, abandon the stereotypical ideas which no longer meet the requirements of the times, establish the concept of people-centered, holistic education and lifelong education, and focus on cultivating students' lifelong learning ability. Professional positioning accuracy determines not only whether the students meet the market demand, but also whether the training objectives and graduation requirements is achieved. The professional talent types and the main service targets in SJDU is determined according to industry and social needs, as well as the school-running thoughts, basis, development potential and geographical features. And then electrical engineering and automation specialty sets the professional position as: adhere to the “technology-focused and application-oriented” education strategy, serve economic development of Shanghai and the Yangtze River Delta regional; persist in the student-centered educational philosophy, keep knowledge, quality, ability and overall harmonious development; cultivate application-oriented students to get the good ability of engineering technology, high humanities and professional comprehensive quality, and great development potential, which can be engaged in system operation and maintenance, engineering design and development, economic management and computer applications in the electrical engineering related field; cultivate high technique applied talents with strong innovation spirit, international cooperation and communication ability. Graduation requirements refer to the basic requirements which should be achieved by graduate students after four years of college study. In the Washington Accord, the summary of graduation property is a group of independent and appreciable requirements, each requirement is a must-achieve quality or potential skill for graduate students [3] . And then the accreditation research team of SJDU renewed and resolved the professional graduation requirements according to the 12 items formulated by engineering education accreditation association. The team also established a relational table reflecting that graduation requirements support the training objectives, and a relationship matrix reflecting that curriculum system support graduation requirements index point. Integrate Related Subjects and Optimize Curriculum System by Comparing Professional Norms and Engineering Education Accreditation Requirements. Core courses of curriculum system were rearranged on the basis of general education platform. And the modular curriculum system, which relying on platform core course, contains four aspects of engineering accreditation requirements and conforms to the proportion requirements. Four aspects as follows: 1 Mathematics and natural science courses (at least 15% of the total credits); 2 Engineering basic courses, professional basic courses, professional courses (at least 30% of the total credits); 3 Engineering practice and graduation design (at least 20% of the total credits); 4 Humanities and social sciences course (at least 15% of the total credits). Table 1 Credits percentage of curriculum system curriculum system credits % credits hour Mathematics and natural science courses 26.5 15.1% 448 Engineering basic course, Professional basic course, Professional course 67.5 38.4% 1152 Engineering practice and graduation design 36 20.5% Humanities and social sciences course 41 23.3% 656 Quality development 5 2.8% Total 176 100.0% 2256 Correct Concept of Talent Training, Re-Examine the Professional Positioning, Training

Exploration and Practice on the Application-oriented Undergraduate Cultivation System of Electrical Engineering and Automation Specialty under Professional Accreditation