Author: Cao Yongguo (Associate Dean and Professor of the School of Education of Suzhou University) Recently, Zhao Dongyuan, the "cloth bag academician", asked about the cultivation of students' interests, which caused widespread discussion from all walks of life. It is generally believed that in today's education, the phenomenon of valuing training over interest and valuing discipline over personality is still prominent. In the long run, it is not conducive to talent cultivation and scientific and technological innovation. The author believes that in the stage of basic education, it is necessary to sort out the relationship between "training" and "interest". Children are reading picture books at Xiaoqiao Picture Book Museum, Youfang Village, Junshui Town, Tongcheng County, Xianning City, Hubei Province. Whether Liu Jianping's photo/bright picture training hinders autonomy, self-confidence and independent thinking There is a view in educational academia that training is the opposite of education. When talking about education, some scholars often distinguish education from training, thinking that training is not education, or even anti-education. The main reasons for opposing or criticizing training are: they believe that education aims at cultivating individuals' sound rationality, enabling them to effectively participate in the construction of a civilized society and a better life, and make independent and responsible behavior; Training only attaches importance to instilling dogma, advocating obedience to rules, encouraging punishment, neglecting students' interests and potentials in many aspects, which is easy to curb students' independent innovation, thus violating the pursuit of education for the all-round development of human beings, making people become stylized, instrumental and utilitarian, rigid, rigid, dogmatic, and forgetting the important value of understanding, meaning pursuit, emotional experience, and discovery for students' growth. Influenced by naturalism, childrenism and other educational thoughts, this understanding has been constantly strengthened. However, this recognition may be a prejudice. In the author's opinion, what needs to be criticized is the misuse of training or the poor and alienated training, not the training itself. We should not underestimate the educational value and role of training. In fact, training can improve ability, and good scientific training is an essential condition for innovation. After training, individuals will have confidence in action. Just like practicing calligraphy, it is impossible to achieve excellence without strict and repeated training. The training in education and teaching is not biological conditioned reflex, but contains a complex process of thinking, pondering and understanding, involving judgment and evaluation, which can trigger the participation of human high-level spirit and self-will, and enhance the trainers' thinking autonomy and independent thinking ability. A student who is well trained in reading, writing, numeracy, language skills and other aspects is often more independent, autonomous and confident than a student who has not received scientific training. As for primary and secondary education, if we attach importance to the scientific and efficient nature of education, we should rationally recognize the value of training. The important thing is how to train correctly, scientifically and reasonably. Does interest necessarily lead to progress and growth? Those who learn are not as good as those who are happy. Interest is the best teacher. However, this role and value tend to be constantly amplified. Interest seems to be the foundation, premise and fundamental appeal of education and teaching. Only by paying attention to interest and developing interest can students develop healthily and innovate independently. Based on this idea, many new educational concepts and teaching methods such as personal construction, self-experience, free inquiry, and happy teaching have emerged. In fact, we should also uphold interests