Curriculum-based ideological and political education is an important way to advance all-round education practice involving all staff in the whole-process in the new era. However, due to the characteristics of the knowledge attributes of engineering courses, there are difficulties in excavating elements, integrating the teaching process, and determining evaluation criteria. All those difficulties led to the unsmooth development of the ideological and political teaching of the courses. Based on how to build the ideological and political teaching framework in the whole process of a course—engineering graphics, in the paper, we show the construction methods and actual cases from the excavation of ideological and political elements to the reform of the course teaching practice, as well as the evaluation of teaching effect. The ideological and political elements can be excavated in three ways: the first is to excavate valuable ideological and political education elements from the overall development history of the course. The second is to analyze the traceability and application background of curriculum knowledge points, and find the world outlook and methodology embedded in them. The last way is to find the ideological and political education connotation in actual cases from the perspective of curriculum development and innovation. The teaching practice links focus on two core aspects: classroom teaching and teaching evaluation. The teaching methods are designed in chapters according to the characteristics of ideological and political elements. The elements are integrated into the teaching process links inside and outside the classroom. Investing more energy in the construction of supplementary materials, and putting the elements and methods of ideological and political education into them, will make up for the lack of ideological and political elements in the textbooks. The evaluation strategy based on students’ participation is adopted, and the main criteria for evaluation are whether students participate and how enthusiastic they are to participate. The difficulty of evaluation for teachers is reduced, and students’ enthusiasm is improved. The ideological and political element excavation paths and teaching practice methods proposed in the curriculum-based ideological and political education practice of engineering graphics can provide references for the ideological and political teaching of other professional courses in engineering disciplines, and offer ideas for solving the difficulties faced by professional course teachers in the process of ideological and political teaching.