3 famous quotes about curiosity (interest) and 5 classic examples

It is very important, science is inseparable from curiosity. The reason is simple, only curiosity can ask questions and solve problems. What's terrible is that you can't ask questions or take the first step. ——Lee Tsung-dao Curious eyes can often see more than other hopes. ——Lesing Curiosity is one of the most enduring and reliable characteristics of the vitality of wisdom.

——Samuel Johnson

Curiosity is the first virtue of a scholar. --Marie Curie's famous sayings about curiosity

1. Knowledge is a kind of happiness, and curiosity is the germ of knowledge (Francis Bacon)

2. Curiosity makes scientists and poets. (France)

3. If the vitality of youth has disappeared and the curiosity to advance has faded, life will be meaningless. (Mill)

4. Curiosity is one of the most enduring and reliable characteristics of the vitality of intelligence. (Samuel Johnson)

5. Curiosity is the source of endless perseverance and patience for scientific workers. (Einstein)

6. Curiosity is the first virtue of a scholar. (Marie Curie)

7. The desire for knowledge and curiosity are eternal and unchangeable characteristics of human beings. Where there is no thirst for knowledge, there is no school. (Suhomlinsky)

8. The more questions a child asks, the more things around him will be known in early childhood, and the smarter he will be in school, the brighter his eyes, and the sharper his memory. . To cultivate your child's intelligence, you have to teach him to think. (Suhomlinsky)

9. There is a deep-rooted need in people's hearts to always feel that they are discoverers, researchers, and explorers. In the spiritual world of children, this need is particularly strong. But if this need is not provided with nourishment, that is, if there is no active contact with facts and phenomena, and there is a lack of fun in knowledge, this need will gradually disappear, and the interest in seeking knowledge will also be extinguished along with it. (Suhomlinsky)

10. Curiosity is the mother of science. (Fan Zeng) Famous aphorisms about curiosity?

Curiosity is the first virtue of a learner. ————Marie Curie

Curiosity creates scientists and poets. ——France's famous sayings about "curiosity"

Harvard University President Lu Dengting said at the "World Famous University Presidents Forum": "If there is no curiosity and pure desire for knowledge, Without power, it is impossible to produce inventions and creations of great value to mankind and society. ”

Curiosity is one of the most enduring and reliable characteristics of the vitality of intelligence.

——Samuel Johnson

Curiosity is the first virtue of a scholar. --Marie Curie's famous sayings about curiosity are as mentioned in the title. Thank you.

Curiosity is the driving force for social development. Without Watt's curiosity, there would have been no steam engine, and the British Industrial Revolution would have been delayed; without Copernicus' curiosity about astronomy, there would have been no "heliocentric theory," and the dark Middle Ages would have been extended by several years. .

I collected quotes from famous people. Curiosity makes scientists and poets.

Living a bohemian life is as easy as going with the flow, but making good friends is as difficult as reaching the sky. ——Balzac If there is no love in this world, what meaning will it have in our hearts! It's like a revolving lantern without light. ——Goethe An example of curiosity?

Li Bai skipped school and went to play by the river. He saw an old woman grinding an iron pestle. Curious, he asked what she was doing. Hence the inspirational saying "As long as you work hard, an iron rod can be ground into a needle."

Please accept it, thank you! What are the famous sayings about curiosity and willingness to explore?

Famous aphorisms mainly refer to idioms, sayings, proverbs, proverbs, poems, etc. that are generally familiar to people. Famous aphorisms are the extraction and summary of people's experiences and lessons in practice. They are the accumulation of historical and cultural essence and have important guiding significance and warning effect for future generations. Ideology and morality is a moral education course. It does not require profound theories and dogmas. What it requires is a variety of easy-to-understand, lively examples and humanized guidance. In the teaching process, the clever use of famous sayings and aphorisms can help students correctly deal with problems that arise in the process of learning, life, and growth, cultivate healthy and beneficial interests and hobbies, learn to behave and do things correctly, and ultimately improve their lives and improve their ideological and moral character. Lessons are more useful. This article attempts to share some superficial views on the role of famous quotes in the teaching of ideological and moral courses and the points to note when using them, so as to seek advice from colleagues. 1. Give full play to the role of famous aphorisms. Famous aphorisms are one of the "highlights" of the new textbooks. It not only reflects the exploration of the teaching materials in terms of structure system, language, layout design, etc., but also reflects the characteristics of the teaching materials that focus on improving students' reading and ability, and guiding students to think proactively and explore actively.

Therefore, teachers should fully understand famous sayings and aphorisms as a means of guiding, activating, and promoting teaching, give full play to their functions of resolving doubts, enlightening, inducing, strengthening connections, and deepening understanding, and give full play to their role through various methods and approaches. 1. Create situations and introduce new lessons. Teaching practice has proved that teachers should be good at creating some teaching situations that make students interested in new knowledge and eager to find out the roots, so that students can enter the best state of "seeking for enlightenment but not getting it" and encourage students to engage in active thinking activities. Self-study in middle schools actively explores new knowledge in order to achieve a more ideal teaching state. Famous aphorisms are often loved by students and play a great role in stimulating students' interest and smoothly introducing new lessons. For example, when teaching the content of "Being the Master of Emotions", I used the famous saying in the textbook "Smile and you will be less than ten years; be sad and you will have a gray head". The old saying "When you are worried, your head will turn gray", it means that if a person is in a comfortable and happy mood, he can delay aging and maintain youth; but if he is sad and depressed all day long, he will tend to age quickly and have premature gray hair. The words show that emotions are very important to people's health. If we want to grow healthily, we must be more optimistic, have more laughter, and reduce worries and unhappiness. However, can life be always sunny and smooth without wind and rain? Feng Gu, are there no difficulties and setbacks? Obviously not, so everyone must work hard to learn to control their emotions..." This will naturally introduce new lessons. 2. Summarize, refine and reveal the theme. Some famous sayings and aphorisms themselves are the result of deduction, induction, explanation, and argumentation of the textbook content. They can of course be used as the theme of related content; and this kind of summary is natural and powerful, concise and comprehensive, and can have the finishing touch of teaching effect and enable students to understand life more deeply. philosophy. For example, in the teaching content of "Temptation Around You", there is a sentence at the end: "Learning is like sailing against the current, if you don't advance, you will retreat; your heart is like a horse running on the plain, it is easy to let go but hard to take back." This is obviously a good summary and very vividly illustrates the need to Control your own behavior and learn to reject all kinds of temptations; otherwise, if you indulge in leisure games, you will waste your studies, and eventually you will be unable to accept them and become a social waste. During the teaching process, I used such quotations to better reveal the teaching theme. 3. Adjust emotions and activate the atmosphere. German educator Di Stowei once pointed out: "The art of teaching does not lie in the ability to teach, but in motivating, awakening, and inspiring." However, a warm and lively teaching atmosphere will not form naturally, nor will it be eternal. Teachers should use effective methods to create and enhance the atmosphere of classroom teaching, so that students can have a sense of freshness and a strong desire for knowledge, so that they can naturally integrate into the teaching theme. Appropriate use of famous quotes and aphorisms can stimulate students' desire for knowledge and curiosity. The famous aphorisms are catchy, simple and powerful. Appropriate use of famous sayings and aphorisms can play a good role in regulating the atmosphere, stimulating students' attention and arousing their interest. For example, when organizing the study of "Being a Manager of Learning", I quoted some famous sayings: "When some students implement their study plans, they often procrastinate, have too much flexibility, and always think that they will return tomorrow." There are so many tomorrows, but I don't know that "I am waiting for tomorrow, and everything depends on me." However, many students think that "the prime years will never come again, and you should be encouraged in time, because time waits for no one." Classmates, how do you usually arrange your time? Is there anything that needs improvement?" One stone stirred up a thousand waves. The students started talking one after another, and the classroom atmosphere became active. 4. Confirm the teaching content and enhance the reasoning effect. As a moral education course, pure theoretical elaboration or logical deduction will stifle the vitality of this subject. It is more difficult for written examinations based on this to show the actual teaching effect. However, supporting it with relevant famous quotes and aphorisms can make students feel , the requirements of textbooks are not rigid dogma, but a valuable summary of successful experiences and failed lessons encountered by predecessors in practice, and are a tangible result of exploration. This can give students a sense of reality and practicality and no longer regard it as empty preaching. This is an important source of learning motivation. For example, in the last section of the third lesson in the second volume of the seventh grade, "More Practice, More Exercise", the textbook ends with a quote from the Southern Song Dynasty poet Lu You: "The ancients spared no effort in learning, and their kung fu can only be achieved when they are young. What is learned on paper will always feel shallow, and it will be perfect when you are old." "Knowing this matter must be practiced", so that students can further understand the theme of "Only through repeated exercise and continuous practice in social life, can we gradually improve our ability to stand on our own feet." In addition, we can also use famous sayings and aphorisms to explain the same truth from different angles to enhance the effect of reasoning. For example, when explaining the importance of accumulation, we can list sentences such as "A journey of a thousand miles begins with a single step", "A trickle of water merges into a river and a sea", "Gathering sand into a tower, gathering armpits into fur" and other sentences; in "Exploring the Mysteries of the World" When talking about "If you don't climb a mountain, you don't know how high the sky is; if you don't go to a deep stream, you don't know how deep the earth is", you can also use "the first person to eat crabs", "taste the plums", "sit in a well and look at the sky" , "Yelang is arrogant" and other positive and negative idioms to deepen the students' impression; when talking about "the meaning of life does not lie in the length, but in the connotation", in addition to using Ostrovsky's classic sayings, You can also use sentences such as "If you hear the Tao in the morning, you can die in the evening", "Life is precious, love is more valuable; if it is for freedom, both can be thrown away" and other sentences. 5. Be subtle and act accordingly. The ideological and moral course is not essentially a system of knowledge, but a course dedicated to the acquisition and cultivation of moral character and humanistic spirit.

Compared with other courses, ideological and moral courses focus more on "reasoning" and "guidance." Therefore, teachers must rely on certain teaching carriers and through rich and diverse activities in which students participate independently, so that ideological and moral courses can achieve the teaching goals of "understanding with reason", "moving with emotion" and "guiding with action" . In view of this, we make full use of existing course resources and use existing famous sayings and aphorisms in textbooks to allow students to write experiences, essays, discussions, and debates to enhance their feelings; in practice, they use them as life creeds and mottos. to guide your actual actions. In addition, they are encouraged to collect more, communicate more, and appreciate together to give full play to the group effect and reflect the guiding role of ideological and moral courses. 2. Use the several principles that should be adhered to to add a large number of famous aphorisms. This is a feature of the revised ideological and moral course. This has an obvious effect on better embodying the concept of the new curriculum and better achieving the teaching goals. of. But just like "all that glitters is not gold," the use of famous aphorisms in teaching must also adhere to certain principles in order to truly achieve twice the result with half the effort. The author believes that we should mainly pay attention to the following principles: 1. Scientific principle. When using famous sayings and aphorisms in ideological and moral classes, we should first pay attention to their scientific nature, that is, we must correctly understand their connotations, match them with the content to be taught, and make objective and credible explanations. Some famous aphorisms, such as "A soldier who doesn't want to be a marshal is not a good soldier" were often used as critical terms in the past, thinking that they only emphasized the main contradiction and ignored the role of secondary contradictions, that is, in real life, we need both red flowers and green leaves. There must be people who do big things as well as small things, there must be both conductors and operators. However, the original meaning of this sentence is that everyone must have lofty ideal goals and pursuits, and be ambitious. Only in this way will they be able to make continuous progress and achieve greater results. Therefore, teachers must explain in place during the teaching process to reflect the scientific nature and seriousness of teaching. 2. Educational principle. Distohui once said: "Any real teaching is not only to provide knowledge, but to educate students." Therefore, when using famous aphorisms, attention should be paid to the positive guiding role in the classroom, so as to help students master knowledge and Skills, and help students improve their ideological awareness and cultivate good behaviors. Teachers should pay more attention to accumulation, read more classic works, newspapers and magazines, expand their horizons, and give full play to their educational functions in teaching. Otherwise, no matter how gimmicky citations are, they will only mislead students! 3. Inspirational principle. Heuristic teaching method is the basic teaching method of ideological and moral courses, and it should also become the guiding principle for our use of famous sayings. The use of famous sayings and aphorisms must be inspiring for students to accept new content, so that students can transfer knowledge and ultimately achieve the teaching goals of mastering knowledge, improving awareness, and cultivating habits. Teachers must use famous sayings and aphorisms to design scientific and reasonable questions; and on this basis, take advantage of the situation to encourage students to think actively and question boldly, and create conditions for improving students' ability to analyze and solve problems. In short, the clever use of famous sayings and aphorisms can not only teach good ideological and moral lessons, but also guide students to establish a correct world outlook, outlook on life, and values, so that their youth will be healthy and vigorous, and their lives will be better in adolescence. Just set the right tone. Motto about curiosity

1. Curiosity is the first virtue of learners.

————Marie Curie

2. Curiosity creates scientists and poets.

————France

3. The whole meaning of life lies in endlessly exploring things that are not yet known, and in constantly adding more knowledge.

————Zola

4. What is needed for successful teaching is not coercion, but stimulating students' desire.

——Tolstoy Shorter celebrity stories about curiosity

Famous scientists can all be said to be curious. Newton discovered gravity after becoming curious about an apple. Watt was also very curious about the steam coming out of the kettle, and finally improved the steam engine. Einstein was relatively withdrawn since he was a child and loved to play with the compass and had a strong curiosity. Galileo also discovered the pendulum out of curiosity when he saw the chandelier swinging.

Also, when Edison was a child, he watched hens hatching eggs and tried to hatch them for a day, which was okay. There is a plot in a TV series: the teacher drew a circle on the blackboard and asked what the circle looked like. Children in kindergartens named dozens of varieties; primary school students named more than a dozen; middle school students named eight or nine; college students named two or three; people in society (including bureau-level cadres) could not name any. Because I dare not speak.

The matter is exaggerated. But isn’t this what we end up with after “learning”? The more I learn, the less I dare to imagine, the more I lock myself in dead knowledge, the more my thinking shrinks, and I finally become a person who dare not think or speak, so I am praised as "mature" by the society.

At Cambridge University, Wittgenstein was a student of the great philosopher Moore. One day, Russell asked Moore: "Who is your best student?" Moore said without hesitation: " Wittgenstein. "Why?" "Because, among all my students, he is the only one who always looks confused and has a lot of questions when listening to my classes." Russell is also a big philosopher. Wittgenstein's fame later surpassed his own.

Someone asked: "Why did Russell fall behind?" Wittgenstein said: "Because he has no problems."

After the famous German chemist Liebig introduced chlorine gas into seawater to extract iodine, he found that the remaining mother liquor contained A layer of reddish-brown liquid is deposited. Although he felt strange, he didn't take it to heart. He arbitrarily believed that it was just a compound of iodine and just put a label on the bottle. It was not until a French scientist later confirmed that it was a new element, bromine, that Liebig suddenly realized it. He therefore called the bottle the "error bottle" to warn himself.