Interest, in fact, is the extension of needs. It shows the relationship between objects and needs, because we are interested in an object because it can meet our needs.

-Jean Piaget

In the whole process of undergraduate scientific research, interest plays a vital role, and even the guidance and cultivation of interest can be positioned as the primary goal of undergraduate scientific research training. For undergraduates, there is still a long way to go. It is obviously more important to cultivate their interest in scientific research than other things. In this sense, undergraduate students' interest in scientific research needs to be constantly stimulated through a variety of training, so as to produce a lasting driving force to carry out scientific research and grow into academic leaders. The function of interest can be summarized as the following three aspects.

First of all, interest can form ideological guidance and guide undergraduates to carry out academic exploration simply and purely. The original intention of scientific research activities is not complicated. The top scientists are more interested in doing their own research and exploration, and enjoy it. This simple and pure happiness is a very interesting life experience. Fermat's theorem is a famous conjecture in the field of mathematics, which has not been proved more than 300 years after it was put forward. The mathematician wiles was deeply attracted by this theorem. It took more than seven years to prove it after several twists and turns. This kind of simple and pure academic exploration is an ideal state for scientists, and it is also a classic case of carrying out scientific exploration under the guidance of interest. Let's feel the unique joy of wiles after his breakthrough in theorem proving.

"I was staring at it for twenty minutes. I couldn't believe it was true. The idea is so simple and elegant. I was walking around the Department that day, and I went back to my desk every now and then to have a look. It was still there. I'll come back after a while. It's still there. "

The joy is unparalleled, but it belongs only to those who are interested in scientific research.

Secondly, interest can play a lasting role, even throughout life. An undergraduate who is interested in scientific research will naturally pay special attention to scientific problems, scientific research progress and so on. With the accumulation of time, both the comprehensive quality and scientific quality of undergraduates will continue to be improved, forming a positive feedback. This enthusiasm will not be dissipated by the passage of time, but will be strengthened more firmly. It is often seen that some older generation scientists still insist on reading scientific literature when they are old, care about the progress of scientific research, and maintain a high enthusiasm for the popularization of science. In this sense, it is very happy and meaningful if we can well establish the things we are interested in and take good care of this hard won inner countryside. It is better to act in accordance with scientific laws than to encourage the growth of seedlings.

In addition, interest can help undergraduates overcome all kinds of difficulties and continue to maintain the vitality and enthusiasm of scientific research. Scientific research will not be smooth, but as long as we persist in learning, thinking and innovation in accordance with scientific methods, we will still be able to have a bright future. Compared with postgraduates, undergraduates need to overcome more difficulties in scientific research, such as time management, academic coordination, tutor exchange and so on. The undergraduates who can stick to it basically need to rely on the support of interest. They can make continuous progress only by continuous exploration, so as to overcome all kinds of obstacles and truly achieve the purpose of undergraduate scientific research training.

It is worth noting that interest itself can be cultivated step by step. In the early days, instead of talking about the interest in scientific research, we should do more homework to understand what scientific research is and why. Only when we have a certain understanding of scientific research, we can make a choice to be more scientific and accurate. It is suggested that undergraduates should not discuss the so-called "interest" when they have not formed enough understanding of scientific research, because such decision-making and discussion can not truly and scientifically reflect the potential of undergraduates. It is also a regret if they miss the opportunity because of improper decision-making.

Guided by interest, through reading literature, thinking and discussing scientific issues, undergraduates' understanding of scientific research itself will continue to deepen. This understanding is the source of Undergraduates' future scientific research confidence, which is rooted in their thinking and insight into scientific research and its laws. This kind of self-confidence will also play a huge role in shaping the personality of undergraduates, whether in thought or in action, to enjoy a noble life, to do something really valuable and meaningful, rather than to waste life and seek fame. In addition, spiritual enrichment will also affect the status of Undergraduates in their daily life, facing work and life gracefully.