The paper analyzed the current status of Chinese curriculum restructuring in the secondary schools based on the types of reform classified by a review of previous studies on curriculum restructuring. It further designed a teaching model to activate the integrated theme-based class which is not widely implemented and examined its effectiveness by expert reviews. It was observed that most Chinese education restructuring in the secondary school classrooms assumed passive types of change. Content adjustment such as removal, addition, or replacement was being actively implemented regardless of the school level or the instructor’s teaching experience. On the contrary, order adjustment elicited similar rates of positive and negative responses, while more experienced teachers tended to show a lower rate of practicing the adjustment. Furthermore, more active reform was not widely carried out, such as using self-developed in-house textbooks or integrated theme-based class. Based on such status quo, a model of integrated theme-based class was devised and its efficiency was investigated involving the actual teaching of in-service Chinese teachers. The result revealed that the model conformed with students’ interest, the purport of the curriculum and future-oriented line of education. It was also evaluated as a class that made students familiar with Chinese characters, that helped them get closer to peers and that helped them have a better understanding of artistic shapes and expand their ability to express.