新课改实施已十余年，一批新课改前进入教师行业的教师已经成长为中年教师，他们在改革前就已经形成个人的教学观念，在新课改的潮流中，他们的个人教学观念与新课改背景下的教学观念发生了怎样的冲突，是融合或是对抗，中年教师的教学观念怎么变化，与其他年龄段的教师又有什么不同。笔者在研究中以北京市朝阳区X小学为例，采用个案研究的方式，呈现出中年教师在新课改背景下的教学观念的变化情况。在访谈分析中展现中年教师的现实生存状况，中年教师在新课改前后教学观念发生了改变，这样的变化不仅来自于新课改的新的教学理念和其他外部因素，还有例如教学经验、专业知识、教学关键事件等内部因素。中年教师对于教学观念的认知与具体行为之间存在差距，在不同的教学场域中有不同的表现。中年教师的教学思考对比其他年龄段教师开始进入从教学层面到真正关注学生层面，从教学向教育转变。

New curriculum reform of basic education has been implemented for more than 15 years. A batch of teachers, who entered the teaching profession before the reform, has grown into middle-aged teachers. They have already formed individual teaching beliefs before this reform. With the deepening of reform, how do they deal with the relationship between old personal teaching beliefs and the new one required by the new curriculum standard? Is there any compromise or confrontation? How have middle-aged teachers changed their teaching beliefs? What is the difference between them and other ages? With the method of case study and with teachers in X primary school in Chaoyang district of Beijing as the object of study, the author investigates how middle-aged teachers’ teaching beliefs have changed under the background of new curriculum reform of the basic education. The results of interview analysis show that the real life of these middle-aged teachers, middle-aged teachers’ teaching beliefs, after the new curriculum reform of basic education, has changed. There are both external and internal factors contributing to this change, including philosophy of teaching of new curriculum reform, teaching experience, professional knowledge, and teaching key events. There is a gap between middle-aged teachers’ teaching perception and teaching practice, and the teaching practice has different performance in different field. To make a comparison between middle-aged teachers and teachers of other ages, it can be found that middle-aged teachers begin to focus more on students themselves instead of teaching methods. They develop from teaching to education.