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.