The existing engineering education system lacks education on the value rationality of science and technology, and there is a disconnection between engineering education and value objectives in the mindset and actions of university teachers. The curriculum ideological and political education proposal has provided a concrete content paradigm for achieving ethical engineering objectives. Still, the professional certification of engineering education in China has not incorporated the content of national characteristics and culture. Based on constructivist learning theory, Jonathan’s constructive learning environment model is adopted to deconstruct the content of curriculum ideological and political education in the Guidance Outline for the Construction of Courses for Ideological and Political Education in Higher Education Institutions. Curriculum ideological and political education goals are integrated into the graduation goals of engineering education accreditation standards and dismantled into curriculum training goals layer by layer from the perspective of goal attainment. An output-oriented implementation path is constructed. Two different types of professional courses in civil engineering, namely traffic engineering and road and bridge detection technology, are taken as examples for the case study. The feasibility of the method is verified to provide a reference for the implementation of ideological and political education.