Task-based learning (TBL) mode can break through the limitations of traditional teaching methods, allowing students to acquire knowledge and skills through task scenarios, and stimulate students' learning potential and enthusiasm. The study targeted undergraduate students majoring in Optometry at the First Clinical Medical College of Guangzhou University of Chinese Medicine. Task-based learning guided by position competence was designed for the course of Strabismus, Amblyopia and Binocular Vision. Process evaluation, summative evaluation and a questionnaire survey were adopted to evaluate the teaching effectiveness. The results showed that the students' process evaluation score was (92.97±2.80), and the summative evaluation score was (70.07±10.20). 85.71% of the students expressed high satisfaction with the overall design of the course, and 90.48% of the students indicated high satisfaction with the cultivation of hands-on operational skills. 97.50% of students believed that the content they learned was relatively well-matched or better matched to their job positions and most students adapted to their position requirements within no more than 2 weeks during their internship.