1922年壬戌学制的颁定，标志着“六三三”学制和综合式中学制度的确立，是中国近代中等教育改革史上至关重要的节点。国立北京师范大学附属中学校作为中学改革的先锋，率先践行了“六三三”学制，并在高级中学阶段试行普通文科、普通理科和职业科分科制。其课程设置和教学标准几乎都独立完成，开辟壬戌学制下中学改革实践的独特道路，取得了显著的成果。然而，北师大附中的改革模式也存在根本上的缺陷，缺乏在全国范围内推行的普适性。北师大附中的教育改革，乃至近代中国中学教育改革历程中的种种争议，根源在于近代教育，尤其是中学教育功能和社会定位的模糊不清，以及中学教育与社会经济之间缺乏良好的匹配关系。二十世纪二十年代，功利的升学主义观念仍然根深蒂固，兵戈扰攘的政治环境以及贫弱的工业生态，也难以为中学教育的发展提供有力的支撑，中学教育之发展道阻且长。

The establishment of the renxu school system in 1922 marked the establishment of the Six-three-three system and the gesamtschule school system, which was a crucial node in the history of modern Chinese middle school reform. The High School affiliated to Beijing Normal University, as a pioneer in middle school reform, took the lead in implementing the Six-three-three system , and experimented with the division of general liberal, general science and vocational subjects. Its curriculum and teaching standards are almost completed independently, opening up a unique way of middle school reform practice under the renxu school system, and achieved remarkable results. However, the reform model of the High School affiliated to Beijing Normal University is also fundamentally flawed and lacks the universality to be implemented across the country. The root cause of the educational reform of the high school affiliated to Beijing Normal University, and even the controversy in the course of secondary education reform in modern China, lies in the ambiguity of modern education, especially the function and social orientation of secondary education, and the lack of a good matching relationship between secondary education and social economy. In the 1920s, China's traditional utilitarianism was deeply rooted, the political environment of war and the poor industrial ecology were difficult to provide strong support for the development of middle school education, and the development of middle school education was hindered and long.