In consideration of the content structure and knowledge characteristics of Clinical Techniques for Strabismus and Amblyopia course, combined with enterprise research and job competency requirements, the original knowledge and skill points of the course were reorganized into a "3+8+14" learning unit system. By adopting problem-driven teaching, students were guided through a cyclical process including problem analysis, practical operation, problem-solving, feedback evaluation, and discovery of new challenges. Meanwhile, optimized assessment methods were implemented to facilitate students' progression from cognitive understanding to mastery and proficient application of strabismus and amblyopia techniques. These reform measures had significantly enhanced teaching efficacy and students' professional skills, resulting in multiple awards in vocational skills competitions and a maintained employment rate exceeding 97% for nearly three consecutive years.