本研究以复杂工程问题的内涵为抓手，基于复杂工程问题跨学科性、综合性强等特点探讨解决复杂工程问题需具备的能力要素，从技术能力和非技术能力两个维度进行解构，技术能力意味着解决复杂工程问题必须具备相应的工程知识应用能力及拓展能力，并具备复杂性动态变化下与之相适应的问题分析能力、研究能力及使用现代工具的能力；非技术能力则要求解决复杂工程问题应具备良好的沟通表达能力、组织协调能力、团队协作能力及符合时代要求的工程伦理观。基于此，从课程教学团队建设、课程规划建设、评价机制建设三个方面入手予以构建课程体系，课程教学团队建设要求教师必须树立“以教为本”的教育理念及“以学生为中心”的教学原理，既要教会学生运用工程知识的技术本领，又要基于学生角度培养其非技术能力；课程规划建设强调课程设置应以复杂工程问题解决能力为导向，细化其能力指标进而设置相应的理论课程及实践课程，融合多元化教学方法有所侧重地培养学生的解决复杂工程问题所需的技术能力和非技术能力；评价机制作为实现持续改进的必要手段，应综合考评学生的技术能力和非技术能力，适应复杂工程问题解决能力评价需求。最后本研究运用案例分析法结合天津理工大学工程造价专业的实践案例进行阐释，分析其以复杂工程问题解决能力为导向的课程设置情况及实践成效，旨在为地方应用型大学培养复杂工程问题解决能力提供借鉴。

This study takes the connotation of complex engineering problems as the starting point, discusses the ability elements needed to solve complex engineering problems based on the characteristics of complex engineering problems such as interdisciplinary and comprehensive, and deconstructs the ability to solve complex engineering problems from the two dimensions of technical ability and non-technical ability. Technical ability means that to solve complex engineering problems must have the corresponding engineering knowledge application ability and expansion ability. It also has the ability to analyze problems, research and use modern tools under the dynamic change of complexity. Non-technical ability requires good communication and expression ability, organization and coordination ability, teamwork ability and engineering ethics in line with the requirements of The Times to solve complex engineering problems. In view of the technical ability and non-technical ability elements required to solve complex engineering problems, the curriculum system is constructed from three aspects: the construction of the curriculum teaching team, the construction of the curriculum planning and the construction of the evaluation mechanism. The construction of the curriculum teaching team requires teachers to establish the "teacher-centered" education concept and the "student-centered" teaching principle. We should not only teach students the ability to use engineering knowledge, but also cultivate their non-technical ability from the perspective of students. Curriculum planning and construction emphasize that the curriculum should be oriented by the ability to solve complex engineering problems, refine its ability index and then set up corresponding theoretical and practical courses, and integrate diversified teaching methods to focus on cultivating students' technical ability and non-technical ability to solve complex engineering problems. As a necessary means to achieve continuous improvement, the evaluation mechanism should comprehensively evaluate students' technical ability and non-technical ability, and adapt to the evaluation demand of complex engineering problem solving ability. Finally, this study uses case analysis method to explain the practical case of the engineering cost major of Tianjin University of Technology, and analyzes its complex engineering problem solving ability-oriented curriculum and practical results, aiming to provide reference for local application-oriented universities to cultivate complex engineering problem solving ability.