Abstract: Promoting the reform and innovation of ideological and political courses in universities is an essential measure for strengthening the construction of these courses in the new context. The reform and innovation of such courses not only possess the general characteristics of regular curricula but also feature unique traits derived from the specific combination of "knowledge+ideological and moral qualities". The constructivist learning theory, with its distinct concepts regarding knowledge generation, student-centered disparities, and active learning construction, offers novel intellectual pathways for the reform and innovation of ideological and political courses in universities. In the process of reform and innovation, it is crucial to fully recognize the dynamic nature of Marxist theoretical knowledge. During knowledge construction, greater emphasis should be placed on value orientation. Regarding the construction of teaching methodologies, by respecting the reality of student differences and understanding the underlying principles of these differences, the so-called "differential challenges" faced by university students can be transformed into "individual advantages", thus enabling personalized and need-based teaching. When constructing learning approach, knowledge construction should be integrated into social practices and specific scenarios, facilitating a deeper comprehension of Marxist theoretical knowledge among university students through socialized cognitive processes.