The article examines the policy of the People's Republic of China in the field of secondary education in the period from 1949 to 1965. The factors that influenced the reform of secondary education in China in this period are revealed on the basis of an analysis of Chinese and foreign studies. China's first step towards the organization of secondary education was the compilation of educational documents, such as curricula, educational programs and others. The study describes the implementation of ideas of all-round development, as well as an appeal to the Soviet experience. The next step was making textbooks for secondary school. Since 1956, the orientation toward practice has been observed in the Chinese secondary school. Teaching is aimed at studying materials related to agriculture and industry. The article highlights the role of the policy of the “Great Leap Forward” and the subsequent regulation of the economy in the improvement of the Chinese secondary school. In 1958 productive work was introduced into the curriculum. A transition to a two-tier education system, including regular schools and part-time schools, is announced. The article gives examples of changes in the content of education in different subjects. The study reveals the essence of reforms related to ideological and labor education. In 1961, more time was devoted to training. However, by 1963, priorities had changed and ideological training and work began to play an important role in China's secondary education. In general, the characteristic feature of the reform of secondary education in the period under review is to find a balance between taking into account socio-political views on education and updating the content of education.