We all know that interest is the best teacher, and only by being interested can we do things well.
It's true that interest is directly related to whether or not you can do something well, but there are some details that are often overlooked.
On the one hand, if you have no interest in something and you have to do it, it can feel very painful. For example, children don't like politics, but political scores are related to the high school entrance examination, so children have to memorize questions to take exams, and the results are not satisfactory, and the children have greater frustration and are less interested in politics.
In order to go to school, the child has to open the workbook and start boring questions. Life is unsatisfactory than this, and if you are not interested, you can't do well, but you still have to grit your teeth and keep persevering, forming a vicious circle.
On the other hand, children who do well are usually interested in them. For example, because I learned to swim when I was a child, I have always liked swimming, and I swim well, and I soak in the water whenever I have the opportunity. Because the child is doing well in a certain area, he will continue to pay attention to it, learn it, practice it, and then do better and better, forming a virtuous circle.
Here are two more examples.
You want your child to learn the piano, but with the goal of the exam, and the rigid rule of how many hours the child has to practice every day, is for the exam or to let the child enjoy the happiness, the result is completely different, the former may make the child learn very painfully, and lose interest, and the latter, parents or teachers themselves also enjoy the process of playing the piano, with the child to experience the joy of playing the piano, the child will imitate you, so as to have an interest in learning the piano.
For example, when I teach students about the "relationship between primary and secondary contradictions" in a philosophy class, if I start by talking about the concept, what are the main contradictions and secondary contradictions, this kind of concept is very abstract, and the students will definitely find it boring.
I started with a real-life example, "A patient who was crushed in a car accident and had a leg that was crushed and bleeding profusely, do you think the doctor should give him bone grafting or stop the bleeding first?" Here there is a problem of dealing with the contradiction between primary and secondary, and then leading to related concepts, so as to concretize the profound and abstract philosophical image.
Students will feel that philosophy is really a subject that can bring wisdom to people, and they will naturally become interested.
Therefore, the vast majority of interests are not innate, and the presence or absence of interest depends on the initial experience. In other words, whether you can make good use of the resources around you.
It's simple that way. If there is a teacher or coach with great teaching experience to help you get started, teach you skills during your training, give you demonstrations, and lead your child to progress with a gentle and encouraging attitude, then the interest will naturally become very strong. Find the best teacher within your means.
As the Analects says, "Those who know are not as good as those who are good, and those who are good are not as good as those who are happy." ”
Not all roads have to be taken, but be sure to find the one that makes your heart flutter, and that is where your interests lie.
May interest give you strength when you are most exhausted, and show you the way when you are most confused.
Don't be afraid to fail, because every attempt is a step closer to your interest. Keep at it and you'll find yourself getting better and better.
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