With the gradual popularization of secondary education in 1950s, there appeared the contradiction that all middle school graduates could not enter colleges and universities and were not prepared for employment. In order to solve this contradiction, supreme soviet of the ussr passed the Law on Strengthening the Connection between School and Life and Further Developing the Soviet National Education System in February 1958. According to the law, the length of secondary school system is extended from 10 to1year, and the length of universal compulsory education is extended from 7 years to 8 years; The school has greatly increased production, teaching and working hours, and given vocational training; Colleges and universities give priority to recruiting young people with more than two years of service and so on. This reform has strengthened the connection between schools and society, but it has exposed serious disadvantages from the beginning: too much productive labor time has seriously affected the teaching quality; Because the school lacks the necessary conditions, it is difficult to organize production teaching and vocational training. The reform did not achieve the expected results. 1964 decided to change the second stage of ordinary middle schools from three years to two years, reduce labor teaching time and vocational training requirements, and re-emphasize knowledge quality in college enrollment.

In the 1960s, Soviet education focused on the reform of teaching content. 1964 10 The Presidium of the Soviet Academy of Sciences and the Presidium of the Russian Academy of Education have set up disciplinary committees to determine the content and nature of various disciplines in middle schools and a general committee to coordinate the disciplinary committees, which has gathered more than 500 scholars, professors, pedagogy experts and excellent teachers. They made a comparative study of the teaching plans, syllabuses and teaching materials of various countries in the world, determined the scope and nature of middle school teaching, and made the teaching content, organization and methods fully reflect the achievements of modern science and culture. It took them 10 years to compile 103 new textbooks, and completed the work of adopting the new syllabus in the school year of 1974- 1975. At the same time, on the basis of experiments, the primary school was gradually changed from 1964 to 3 years. The educational reform after 1964 continued until the mid-1970s. 1On July 9, 973, supreme soviet of the ussr adopted the Outline of National Education Legislation of the Soviet Union and the Joining Republics, and determined the achievements of education reform in the form of legislation. 1958 Law repealed.

The education reform in 1960s emphasized knowledge education and neglected production teaching. So in 1977 12, the Central Committee of the Soviet Union and the Council of Ministers of the Soviet Union announced a resolution criticizing middle school graduates for lacking proper labor training and failing to meet the needs of the national economic sector. The resolution puts forward that middle school students should master certain vocational skills during their study, requires schools to improve labor training and increase production teaching time, and stipulates that the labor teaching time in grades 9 and 10 should be increased from 2 hours per week to 4 hours.

1984 After three months of national discussion, the Central Committee of the Soviet Union and the Council of Ministers of the Soviet Union promulgated the basic principles for the reform of ordinary schools and vocational schools in April 10, and the education in the Soviet Union was reformed again to adapt education to the requirements of scientific and technological progress. The reform stipulates that the school system will be extended 1 year, and children will enter school at the age of 6; Strengthen labor education and vocational training in ordinary schools, and improve the level of general cultural education in vocational and technical schools. It ensures the improvement of education quality.

From 65438 to 0966, the Academy of Educational Sciences of the Russian Federation was reorganized into the Academy of Educational Sciences of the Soviet Union, and conducted extensive research on the urgent problems in pedagogy, psychology and education and teaching in ordinary schools. For example, the research on teaching and development led by psychologists лв zankov and дб Elikoning, the research on the optimization of teaching process led by babanski, and the educator ва Suhomlinski, an academician of communication, were responsible for leading the experimental work of Papreshi Middle School in this period.