既有工程教育体系缺少科学技术“价值理性”方面的教育，高校教师不论在思想还是行动上都存在工程教育与价值目标脱钩的情况。课程思政的提出为工程伦理目标的达成提供了具体的内容范式，但中国工程教育专业认证并未融入本国特色和文化的内容。基于建构主义学习理论，采用乔纳森建构学习环境模型解构“高等学校课程思政建设指导纲要”给出的课程思政内容，从目标达成角度探讨思政育人目标如何融入工程教育认证标准毕业目标并逐层拆解为课程育人目标，构建了包括课程体系、课程的持续改进及考核目标达成分析三部分内容的面向产出的执行路径。以《交通工程》和《路桥检测技术》两门不同类型的土木工程专业课为例进行了案例及结果分析，证实了该方法的可行性，为课程思政目标达成的实施路径提供一种参考。

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.