目的研究知觉学习对未成年共同性外斜视眼位矫正术后双眼视觉功能的重建作用,进一步探讨知觉学习对大脑可塑性的影响。方法将90例4～12岁共同性斜视术后裸眼视力或矫正视力≥0.9,且斜视矫正治愈的儿童随机分为治疗组和对照组。治疗组41例进行双眼视觉性感知觉学习,被试者配戴红绿眼镜,均在标准条件下(CRT显示器,刷新率85Hz,荧屏亮度30～50cd/m2)进行脱抑制、双眼交互平衡、内外融合力、双眼多维空间感知图像训练,每天早晚各20min,每10分钟间隔休息一次;对照组49例未经治疗。均应用同视机检查两组对象治疗前与治疗后3个月的同视机三级功能,并对结果进行比较分析。结果知觉学习后治疗组与对照组比较,有同视机Ⅰ级功能的人数比例,经卡方检验,差异有统计学意义(χ2=11.368,P<0.05);知觉学习后治疗组与对照组融合范围比较,经秩和检验,差异有统计学意义(P<0.05)。结论知觉学习对双眼视觉的重建有促进作用,即感知觉学习对大脑皮层的可塑性有影响。 Objective To study the effect of perceptual learning on the reconstruction of binocular vision after minor orthokeratism in patients with minor common exotropia and to explore the effect of perceptual learning on the plasticity of the brain. Methods Ninety children aged 4-12 years with strabismus or uncorrected visual acuity ≥0.9 were randomly divided into treatment group and control group. In the treatment group, 41 patients underwent binocular visual sensory learning. The subjects were wearing red and green glasses and were deprotected under standard conditions (CRT monitor, refresh rate 85Hz, screen brightness 30 ~ 50cd / m2) Fusion, binocular spatial perception of image training, morning and night every morning and evening 20min, every 10 minutes interval rest; control group 49 cases untreated. All subjects were treated with the same machine before and after treatment with two groups of 3 months with the third-class features of the same machine, and comparative analysis of the results. Results Compared with the control group, there was a significant difference in the number of class I patients with the same visual function after the learning-learning treatment. The chi-square test showed that the difference was statistically significant (χ2 = 11.368, P <0.05) The fusion range, by rank sum test, the difference was statistically significant (P <0.05). Conclusions Perceptual learning can promote the reconstruction of binocular vision. That is, perceptual learning exerts an influence on the plasticity of the cerebral cortex.