The "Ideological Morality and Rule of Law" course in transportation-oriented universities faces a threefold predicament, namely, the disconnect between teaching content and industry needs, the lack of targeted theoretical interpretation, and the homogenization of teaching models. Drawing on the structural cognitive function of curriculum knowledge graphs, this study establishes the construction principles of "value integration, industry incorporation, and structural integration" and develops a structured knowledge system centered on "ideological guidance, moral cultivation, and rule of law guarantee," with cases and ethical issues bearing distinctive transportation industry features as important extensions. The theoretical foundation is consolidated from three dimensions, i.e., Marxist human ontology, historical materialist epistemology, and the methodology of mutual reinforcement between morality and law, from which four progressive teaching strategies are derived: "meta-question-guided learning," "embodied industry-situated learning," "historical tracing and dialectical critique," and "collaborative empowerment of the academic community." Pedagogical practice demonstrates that knowledge graph-based teaching has a positive effect on optimizing students'' cognitive structures and stimulating deep learning engagement, suggesting that structured cognition can provide a necessary prerequisite for value internalization. This study offers a reference for the teaching reform of ideological and political theory courses in universities with distinctive industry characteristics.