Abstract: The effectiveness of ideological and political courses in colleges and universities has always attracted much attention. One of the keys to solving this problem lies in giving play to the co-dominant role of the integration of teacher’s dominance and student’s subjectivity. The core essence of co-dominant teaching is that teachers and students jointly dominate to realize students’ independent learning and mobilize their learning enthusiasm, initiative and creativity. Co-dominant teaching includes co-sharing of teaching materials, co-studying of teaching contents, co-participation in teaching links, co-creation of teaching situations and co-feedback of teaching effects. Conducting instructional design centered on students, the early broadcasting module of guiding courses helps ensure the full participation of all in learning activities. The thematic teaching module helps achieve the two-way construction of learning activities. The group discussion module helps realize the cooperative exploration of learning activities. The theme debate module helps realize the open expansion of learning activities. The micro-lesson rehearsal module helps feel the transpositional experience of learning activities. In a word, modular and active instructional design centered on learning activities and students’ qualities by teachers has important practical value for giving play to the leading role of teachers and the subjectivity of students and improving the effectiveness of ideological and political courses.