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The effective implementation of the policy on normal university students' education is a crucial guarantee for promoting pre-service teacher's education and the professionalization of the teaching workforce. However, there exists a certain conflict between the current policy and the practical context. This research will integrate the "ambiguity-conflict" theoretical model with the dynamic implementation of the policy on normal university students' education. The results show that since 2007, China's normal university students have gone through three stages. They are experimental implementation featuring the goal-oriented pluralism and co-existence shortly compatible with subjects' interests, symbolic implementation highlighting the need for urgent and refined procedural operations and the conflicts of subjects' interests, and political implementation characterized by the transformation and optimization of the system and persistently high default rates. Among them, barriers to consensus and discretionary powers play crucial roles in the bottom-up transition from experimental implementation to symbolic implementation. Also, clear and standardized policy texts and the continuous empowerment of the implementing entities contribute to the top-down transition from symbolic implementation to political implementation. Based on this, this study proposed a conception of optimizing the implementation mode policy for normal university students. That is, the central government and affiliated normal universities collaborate to promote the local influence of normal university students' education policies, the local governments and local normal universities transform the nature of conflicts to promote the active implementation of government-funded teacher education policies with Chinese characteristics, and continuously improve the meta policies and supporting policy groups of normal university students'education.