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 thinking and politics 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 was adopted to deconstruct the content of curriculum ethics in the "Guidance Outline for the Construction of Courses for Ideological and Political Education in Higher Education Institutions". The ethical education goals are integrated into the graduation goals of engineering education accreditation standards and dismantled into curriculum ethic goals layer by layer from the perspective of goal attainment and construct a three-part content including curriculum system, continuous improvement of curriculum and assessment goal attainment analysis. The path of output-oriented implementation was 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 pathway for achieving the objectives of ideological and political education.