Abstract: Previous studies have failed to note the heterogeneity in the effectiveness of ideological and political education. In fact, the effectiveness of ideological and political education can be divided into factual effectiveness and conceptual effectiveness. The factual effectiveness of ideological and political education refers to the educators transformation of the ideological and political views of the educatees through objective causal forces. It originates from the physical forces that generate and shape peoples ideological and political views, and its enhancement follows a logic of control. The conceptual effectiveness of ideological and political education refers to the consensus reached between the educators and educatees regarding ideological and political views through the communicative competence inherent in language. It stems from the rational thinking ability that generates and forms peoples ideological and political views, and its improvement follows a logic of communication. These two types of effectiveness are mutually complementary, as optimizing communication conditions promotes the achievement of consensus on ideological and political views. At the same time, they are in conflict, as restricting communication conditions achieves control over peoples ideological and political views. In the specific practice of ideological and political education, it is necessary to maintain a dynamic balance between these two types of effectiveness.

Key words: ideological and political education, factual effectiveness, conceptual effectiveness ,

摘要： 以往研究没有注意到思想政治教育有效性的异质性，其实思想政治教育有效性存在事实有效性与观念有效性之分。思想政治教育事实有效性是指教育者通过客观的因果性力量改造教育对象的思想政治观念，它根源于人们思想政治观念产生和形成的物理性力量，有效性提升遵循控制逻辑；思想政治教育观念有效性是指教育者与教育对象通过内在于语言的沟通能力就思想政治观念达成共识，它根源于人们思想政治观念产生和形成的理性思维能力，有效性提升遵循沟通逻辑。两种有效性既相互补充，通过优化沟通条件推动思想政治观念共识的达成；又相互冲突，通过限制沟通条件达到对人们思想政治观念的控制。在思想政治教育具体实践中，需要保持两种有效性的动态平衡。

关键词: 思想政治教育, 事实有效性, 观念有效性