Under the background of developing a strong transportation country and "double carbon" strategy, new requirements have been put forward for the teaching system of traffic engineering major courses. The current teaching system has many problems, such as lagging behind in teaching content, fewer types of professional elective courses, insufficient articulation of professional curriculum with employment and further study, and lack of coherent practical links. By drawing on the practical experience of four famous universities at home and abroad, namely Tongji university, Southeast university, university of California at Berkeley and university of Tokyo, we have gained insights into the reform of the teaching system of higher education programs. In response to the new demands for the teaching system of traffic engineering major courses and the training objectives of talents under the background of developing a strong transportation country and "double carbon" strategy, the existing teaching system has been meticulously optimized and adjusted. It has built a professional undergraduate course covering four dimensions: engineering quality undergraduate courses, professional backbone undergraduate courses, broadening the caliber of disciplines and promoting interdisciplinary courses, and the system is relatively complete. On this basis, a core curriculum system with a certain breadth and depth, a flexible and diversified elective course system, and a coherent practical link have been formed, with the core of the four module groups: intelligent transportation system engineering, intelligent transportation infrastructure, intelligent transportation and logistics, and individualized module course.