方法：以中国医科大学94期临床医学和临床药学专业学生120人为研究对象，在眼科教学过程中分为建构主义理论指导下的PBL教学组(60人)和常规教学组(60人)。在教学结束后进行问卷调查，比较两组的教学效果和学生的反馈。

结果：建构主义理论指导下的PBL教学组学生在对眼科学教学内容感兴趣、愿意主动查阅相关书籍文献、提高自学能力和自己分析解决问题的能力、发展高层次的思维能力、提高获取和评价信息的能力、提高传播信息的技能、提高计算机运用能力、将理论知识与临床问题联系、提高临床思维能力、提供学习成果并成为自主学习者、提高团结合作与共同解决问题的能力、赏识和包容学习同伴和愿意参加小组讨论等方面都明显优于常规教学组(P<0.05)。

结论：在眼科教学中的应用建构主义理论指导下的PBL教学法激发了学生的学习兴趣，培养自主学习构建知识的习惯，对于提高眼科教学水平、加速眼科专业的发展和后继人才的选拔培养做出了有益的探索。

METHODS: The 120 students were appointed as the routine teaching group and the PBL steered by constructivism group separately, who were coming from the department of clinical medicine and clinical pharmacy in grade 94, China Medical University. They were divided into PBL steered by constructivism group(60 students)and the routine teaching group(60 students). The students' feedbacks and teaching effects were compared by the questionnaire after teaching.

RESULTS: The feedback of the students in the PBL steered by constructivism group were significant better than that in the routine teaching group, including interest, referring data, self-study, thought process, obtaining and spreading knowledge, computer utilization, studying independently, concerted struggling, appreciating and magnanimous ability, discussion and communication(P<0.05).

CONCLUSION: Application of problem based learning steered by constructivism interests the students in Ophthalmologic teaching and is helpful in their self-study, which is benefit to elevate the teaching level and train the qualified scientists.