The purpose of this study is to present and explore current state and reform tendency of teacher education curriculum of Normal universities in China, focusing on curriculum provisions and training methods of pre-service teachers. For this purpose, the background of teacher education curriculum reform has been discussed at first from angles of society, the government and Normal Universities. It is obvious that China’s teacher education courses have attained internationally known achievements over the past decades and have supported the largest scale of basic education all over the world. The current focal problem of China’s teacher education is not the problem of teacher’s quantity, but quality. In order to adapt to the new situation and tendency, the Chinese government adjusted strategic direction and provided new guidance on teacher education for improving the quality. It includes the transformation of teacher education models from “planned training” to “market oriented control”; active support for improving teacher’s academic levels; implementation of the open-type teacher training pattern and so on. According to the government’s control and guidance, Normal Universities should also change training concepts and teacher education philosophy, mainly on enhancing quality-oriented education, emphasizing students’ sustainable self development ability, and attaching importance on the concept of lifelong education. Under this same background, teacher education universities show extreme similarity on curriculum reform. They all stick to the model of one basic training object, two elective specialty calibers for choice, three-dimensional crossed curriculum systems, four types of optional curriculums, five-in-one training patterns, and six aspects of surrounded general education courses. A lot of practice indicates that the reform of teacher education mode in universities is effective and rational to some extent. The model is worth refering to in teacher education curriculum reform, for most countries.