Difficulties in the construction of curriculum-based ideological and political education in colleges and universities lie in the integration of ideological and political elements, enthusiasm of students, and assessment of teaching efficiency. Taking urban landscape design course as an example, under the perspective of Bloom’s Taxonomy of Educational Objectives, the teaching design embeds design modules of ideological and political themes in the process of specialized courses. Steps such as collection and arrangement of background data , presentation of research results, disassembling and reorganizing of design elements, project design, and design drawing, correspond to the six cognitive education objectives of memory, understanding, application, analysis, evaluation and creation, and the four affective education objectives of notice, reaction, evaluation and organization. In this way, teaching design of curriculum-based ideological and political education is carried out and assessed step by step, hierarchical assessments of ideological and political learning are conducted. The teaching goal of curriculum-based ideological and political education featuring hierarchical progression and student-centered learning can be achieved. It promotes students’ independent and proactive learning of ideological and political content, ultimately realizing the mutual promotion of professional education and ideological and political education.