To foster talents with both moral integrity and professional competence for Chinese-style modernization, ideological and political education in all courses, aimed at holistic development and character cultivation, has been widely implemented across educational institutions in China. However, many teachers still face uncertainties and challenges in practice. Therefore, using empirical research methods, this paper takes a residential area design class as the case to illustrate the specific practice and research before, during, and after the class. Pre-class problem research and curriculum design are crucial for high-quality ideological and political education. By pre-class literature review and analysis, teachers not only prepare themselves but also proactively identify potential issues to formulate strategies and plans. Meticulous curriculum design involves clarifying key knowledge points, delving deep into relevant ideological and political elements, and effective allocation of time for each section. Furthermore, it is essential to emphasize the seamless integration of ideological and political elements with knowledge points, the logical sequence of various ideological and political elements, the concept of seamless teaching, and the use of appropriate teaching methods to prevent negative student experiences. The objective is to achieve a simultaneous and collaborative effectiveness in knowledge transmission, skill development, and value guidance. The classroom is the main battlefield for practicing ideological and political education, and teachers need to organically combine curriculum design with onsite performance, classroom organization, and observation of speech and behavior. Post class surveys and follow-up visits can help teachers summarize and improve the teaching effectiveness.