For the effectiveness of the ideological and political education in engineering practice sections, a method is proposed for conveying ideological and political elements based on the scenario-based teaching framework. The first, to achieve the training quality requirements of comprehensive practice as teaching objective, relying on the basic theoretical framework of situational cognition, we revealed the relationship between the quality requirements of engineering graduates and scenario-based learning elements. Secondly, based on the presented relationship, the approach combining the practical materialism education view with scenario-based teaching characteristics was composed. Finally, according to the two construction theories, i.e., conceptual change learning and cognitive flexibility in the scenario-based teaching model, the cases of ideological and political reform of practical teaching courses were studied. Also, the relevant measures and corresponding results were demonstrated.