Curriculum-based education serves as a pivotal approach to talent cultivation. In this teaching framework, constructivism, ideological and political education in curricula, and the integration of teaching and assessment function as the foundational cornerstone, pedagogical essence, and driving mechanism, respectively. By restructuring the four core elements—teaching Objective, content, methodologies, and assessment, this framework was implemented in pharmacology education to promote the transition from basic knowledge acquisition to advanced tiers of competency development. Teaching Objective adopted student-centered tripartite goals involving knowledge,competency, and literacy to highlight the guiding role of curriculum-based education. Teaching content design embedded ideological political elements through the innovative “Pharmacology Tree” model, integrating ethical and scientific dimensions. Methodological innovation combined Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary (BOPPPS) with Rain Classroom, experimental training, and extracurricular resources to diversify teaching approaches. Teaching assessment was embedded in all phases of instruction, ensuring the alignment of teaching, learning, and evaluation. Exploring these innovative instructional practices in pharmacology may provide a reference for course development in related areas.