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The Ming and Qing Dynasties were the heyday of the development of academies in my country, and were also a period of reform and restructuring. The reasons were closely related to the trends of scholar-bureaucrats during this period. Therefore, it is very important to study the interactive relationship between scholar-bureaucrats and academies during the Ming and Qing Dynasties. Unfortunately, there are currently no research results in this area. Therefore, the topic selected for this project has high originality value. This project provides a comprehensive, in-depth and systematic discussion of the interactive relationship between scholar-bureaucrats and academies during the Ming and Qing Dynasties. It also explores the relationship between the court and local society during the Ming and Qing Dynasties, the evolution of centralization, and the trends of the scholar-bureaucrats during the period of social change. All of these have certain innovative significance. The main contents of the manuscript include the following parts: The first part briefly describes the history of scholar-bureaucrats, the history of academies, and the changes in the interactive relationship between scholar-bureaucrats and academies. The second part reviews the interactive relationship between scholar-bureaucrats and academies before the Ming Dynasty, aiming to reveal that the interaction between scholar-bureaucrats and academies during the Ming and Qing Dynasties was the continuation and necessity of historical development. The third part is a study of the role of scholar-bureaucrats in the development of academies during the Ming and Qing Dynasties, mainly from the aspects of founding and repairing academies, donating salaries, raising funds, participating in academy management, creating a cultural atmosphere of the academy, and promoting the reform and restructuring of the academy. The fourth part discusses the impact of academies on the scholar-official class during the Ming and Qing Dynasties, including the cultivation of reserve talents for scholar-officials and the formation of scholar-official values. Finally, there is the conclusion and reflection, which is a summary of the project research results.