Since Zhu Xi established the Neo-Confucian system with his annotations to clarify the doctrines of the Four Books, in the Ming Dynasty, the Four Books became the final version of the imperial examination, which also gave rise to a more diversified trend of annotations on the Four Books. Scholars from various schools use the interpretation of the four books to clarify their thinking and construct academic propositions. Jiao Hong (1540-1619) lived in the late Ming Dynasty. He not only provided Wang with the potential to learn from Taizhou, but was also famous for his extensive scholarship. His diverse identity and complex ideological background made his academic concerns uniquely interesting. This article takes "Lectures on Jiao's Four Books" as the starting point. First of all, Jiao Hong opposed separation in his studies. He not only criticized and clarified the views of Cheng and Zhu, but also integrated the consistent thinking of nature and man, internal and external, and human nature. Using consistent learning to eliminate the dualistic framework of temperament, and at the same time develop a Kung Fu approach to nourishing the mind and body, hoping to return to the thinking of the mind and nature, and at the same time save the style of scholars in the late Ming Dynasty. Secondly, Jiao Hong’s interpretation, drawing from many schools of thought, reviewing the old theories, extending the words to the principles, and pointing out the scope and work of Confucianism. It can be seen that his rigorous academic attitude is very different from the Taizhou School that emphasizes freedom and liberation, so his academic trends are different from those of the Taizhou School that emphasizes freedom and liberation. Belonging is also the focus of scholars’ attention. This article combs through the theoretical thinking of "Jiao's Four Books" and combines it with the development of the Four Books in the Ming Dynasty to reveal its unique thinking on metaphysics and metamorphosis, inner sage and outer king, realm and ontology, so as to complete the classics. Pay attention to the cause, accumulate experience in sacred learning, and identify the clues emerging from the academic development during the Qing Dynasty.