| Academies were special cultural and educational organizations in ancient China. Since Tang Dynasty to Qing Dynasty, stretching for thousands of years, they had played an important role in training, academic research, cultural heritage, such as genesis of life. Curricula in the academies, as the content and arrangements for the academies of personnel training, have had a significant impact on training, academic research and cultural heritage. Previous studies on academy education tends to focus on the static analysis, and studies on the dynamics of the development of academy courses were less. Although most of academies are test-style academies in Qing Dynasty, but at the same time it should be noted that there were some changes in academy curriculum in order to keep abreast of the times and society change constantly. Qing Dynasty is a complex and ever-changing era, and Hunan Academies reform is one of more characteristic of the province of China in late Qing Dynasty. Therefore, to study academy curriculum and its reform is not only conducive to comprehensive understanding of traditional academy courses, but also conducive to depth-understanding of the evolution of curriculum reform in Hunan Academies and the modernizational significance of late Qing Dynasty.Curriculum in Hunan academies in Qing Dynasty were evolving with the social and academic development. To study the curriculum in Hunan academies in Qing Dynasty according to the time course for the axis, and the Qing Dynasty is divided into three periods for discussion. First, in the early Qing Dynasty, with the changes of academy policy from inhibit to support, Neo-Confucianism was enshrined as the official ideology and follow the rule of the Ming Dynasty, "who get stereotyped," the civil service exam programs, a number of academies in Hunan Provinces such as Yuelu Academy courses were shown to Neo-Confucianism as the main course. Second, in the mid-Qing Dynasty, as the Qing court to strengthen the academy as a result of the control and management of the policies of political influence as well as the logic of academic self-development by learning the history of the gradual trend of academic prosperity, courses in some academies in Hunan occurred by the academy of Science in curriculum-based curriculum to a focus upon the history of the evolution, but most academy have gradually become an alternative official learning institutions, reduced to class examinations, including the text of the imperial examination system with the client. Third, analysis of change of curriculum in academies in Hunan in late Qing Dynasty, roughly bounded by the Sino-Japanese war, is divided into two stages. In the first phase, academy conducted real science curriculum reform in order to correct the shortcomings cited by the industry education. After Dao-guang dynasty, the practical style of study was emphasized. At that time, to correct courses in the majority of academy the bad habits that they only test the text of civil service exam, some academies such as the Xiangshui School Academy and Yuanshui School Academy, conducted a practical learning curriculum reform, committed to practical and economic importance of the study, but the reform confined to carry out the traditional framework and system of education. In the second phase, a number of academy courses began the modern meaning reform, its main content was introduction and the opening of a new Academy course. After the defeat in Sino-Japanese War, some academies such as Dongshan Academy, Yuelu Academy had modern sense of the beginning of the course of reform, which led the reform of province's many academies, and a combination of reform and reformers. These adopt a vegetarian Academy teaching and the creation of the introduction of numeracy, language learning and other new course, after the transition through the academy system of schools for the modern sense. The modern sense of the curriculum reform in academies in the late Qing Dynasty played an important role of quantitative change.
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