Abstract: Normal students are the main force in the construction of high-quality teaching staff and a necessary force for achieving high-quality education development. Since the Nanyang Public School was the pioneer of Teacher education in China in 1896, the policy for normal students in China has gone through six stages: institutionalized exploration (1897-1921), reconstruction and improvement (1922-1948), reorganization and deflection (1949-1975), comprehensive reform (1976-2000), reform deepening (2001-2011) and high-quality development (2012 to date), realizing the deep transformation from "quantity expansion" to "quality improvement". After more than a hundred years of accumulation, Chinese normal school students have achieved impressive results in terms of quantity expansion, quality improvement, and model innovation. However, they also face practical challenges in policy implementation, training system construction, and self-development. In the future, Chinese normal school students will enter a stage of high-quality development, and it is necessary to improve institutional construction and strictly balance the input, process, and output of normal school students; consolidate the theoretical foundation and establish a theoretical learning community for normal university students; establish a creative training model and establish a regional collaborative teacher training practice field.