This study aims to explore Chinese secondary teachers' emotional patterns and regulation strategies from the perspective of social construction in the context of education reform, known as the new "Gaokao" in Zhejiang province. Through the analysis of qualitative data collected from nine participants' interviews and reflective journals, this study summarises ascending and descending emotional patterns, and elicits three types of emotional regulation strategies, namely, collective silence, avoidance and self-deception, as well as outpouring in teaching research groups. In line with the social construction of teachers' emotions, the influence of the centralisation of education, Chinese collectivism and testing traditions on teachers' emotional patterns and emotional regulation strategies are also discussed. In addition, this study offers practical implications for facilitating Chinese secondary teachers' adaption to the harsh education reforms of new "Gaokao."