隐性思政教育效果探索——阈下启动范式研究

Exploring the Effectiveness of Implicit Ideological and Political Education—Subthreshold Initiation Paradigm Study

为应对灌输式教育引起的逆反心理,隐性思政教育方式的探索正逐渐成为被关注领域。以往多项研究探究了隐性思政教育的具体措施,但缺乏具体实验研究为隐性思政教育提供科学支持。本研究试图利用阈下启动范式验证隐性思政教育效果及其影响因素,并为隐性思政教育活动的开展提供一定的建议。实验采用4 (材料形式:理想信念文字,中性文字,理想信念图片,中性图片) × 3 (材料大小:小、中、大)的两因素混合实验设计。材料形式为被试间变量,材料大小为被试内变量。被试的问卷作答得分及皮肤电数据变化为因变量。研究结果表明:1) 理想信念问卷前后测差异未达显著;2) 理想信念文字组皮肤电变化幅度高于中性文字组,但差异未达显著;3) 理想信念图片组皮肤电变化幅度显著低于中性图片组;4) 各组内材料大小差异均不显著。研究结果提示了不同形式的思政材料隐性思政教育效果的差异性。在实践中应兼顾刺激材料呈现的充分性以及简单性。

To cope with the reverse psychology caused by indoctrination, the exploration of implicit ideological and political education is gradually becoming an area of concern. Several previous studies have ex-plored specific measures of implicit ideological and political education, but there is a lack of specific experimental studies to provide scientific support for it. This study attempted to use the sub-threshold initiation paradigm to validate the effect of implicit ideological and political education and its influencing factors. The experiment adopted a two-factor mixed experimental design of 4 (material form: ideal belief text, neutral text, ideal belief picture, neutral picture) × 3 (material size: small, medium, and large). The material form was the between-subjects variable and the material size was the within-subjects variable. Subjects’ questionnaire response scores and changes in gal-vanic skin response were dependent variables. The results of the study showed that: 1) The differ-ence between the pre- and post-tests of the ideal belief questionnaire did not reach statistical sig-nificance;2) The magnitude of the galvanic skin response changes in the ideal belief text group was higher than that in the neutral text group, but the difference did not reach significance;3) The magnitude of the galvanic skin response changes in the ideal belief picture group was significantly lower than that in the neutral picture group;and 4) The differences in the size of the materials were not significant within any of the groups. The results of the study suggest that different materials forms have differential implicit ideological education effects. In practice, the sufficiency and sim-plicity of stimulus materials should be taken into account.