Research On The Current Situation And Intervention Of Middle School Students' Implicit Identification With The Value Of A Community With A Shared Future For Mankin

The values of a community with a Shared Future for Mankind are the values of human development proposed in the context of globalization.With the outbreak of the COVID-19 in 2020,this major unconventional event is a special period for testing values.The tremendous results China has achieved in the fight against the epidemic cannot be separated from the practice of the values of a community of Shared Future for Mankind.The middle school stage is a critical period for the development of values.The development of middle school students is related to the future of individuals,families,society and the country.At the same time,they are also affected by the social system.Their growth and success have attracted the attention of all sectors of society.Whether it has become a value concept generally recognized and abided by the middle school students.Therefore,this research first explores the status quo of the implicit identity of the values of the community of human destiny for middle school students,and on this basis,conducts video interventions on middle school students with low implicit effect values,and explores the effectiveness and feasibility of video intervention methods,which will be solved from the practical level.This study recruited 112 middle school students from Hengshui City,Hebei Province to participate in this study.The first study compiled four single-category implicit association tests(SC-IAT)experimental procedures,including cognitive evaluation SCIAT,emotional response SC-IAT,behavioral orientation SC-IAT and self-attributionother SC-IAT,each student needs to participate in four SC-IATs to explore the status quo of the implicit identity of the values of the community of human destiny among middle school students.A single-sample t-test was performed and found that in the four experiments of cognitive evaluation,emotional response,behavioral orientation,and selfattribution,the value of the implicit effect(D value)of the values of the human destiny community as a whole was significantly greater than 0,and the D values decrease sequentially.At the implicit level of cognitive evaluation and emotional response,the difference between the D value of boys,girls,urban students,second-year and third-year students of junior middle school from 0 has reached a significant level,indicating that,except for the first-year students,different groups Implicit identification is positive.In terms of behavioral orientation,the D values of male group,rural students,and junior high school students are all greater than 0 and the difference is significant compared with 0.In terms of self-attribution,only the difference between the D value of the female group and 0 reaches a significant level.Study two is an intervention study conducted on the basis of study one.In study one,some subjects had an implicit effect value of less than 0 in two or more single-type implicit association tests.36 middle school students were selected to participate in the intervention study,and the subjects were randomly divided into intervention group and control group,18 people in each group,through the video intervention method for four weeks of intervention.The experimental results show that there are significant differences between the pre-and post-test results of cognitive evaluation,emotional response,and behavioral orientation.Among them,behavioral orientation changes are the most obvious,followed by emotional response,and again for cognitive evaluation.On behalf of the selfattribution dimension,the difference between before and after the test is not significant.There was no significant difference in the control group in the four dimensions before and after the test results.In summary,this study found that in general middle school students have a positive implicit identity with the values of the community of Shared Future for Mankind,and middle school students implicit identity weakened in order on the four levels of cognitive evaluation,emotional response,behavioral orientation,and self-attribution.Video intervention is effective for implicit identity intervention,and the intervention on the behavioral orientation dimension is the best,but the effect on self-attribution is not obvious,indicating that the video intervention method has a weak effect on the sense of value internalized into oneself.