加拿大温哥华代写assignment：马来西亚的教育体系

Keywords:加拿大温哥华代写assignment：马来西亚的教育体系

在马来西亚的教育体系中，由于应试文化多年来一直在实践，教师肩负着完成教学大纲的责任，并尽可能多地给学生进行演练，以跟上社会的期望，过分强调学术成果。这使得教师们对学生的品格培养和诸如批判性思维技能等软技能的重视程度最低(马来西亚报告，2012)。在这里可以看到，马来西亚的教师不仅缺乏教授批判性思维技能的技能，而且也缺乏准备和指导传统课堂灌输批判性思维技能的能力。这是由于这样的事实:教学批判性思维技能需要很多时间分配在pre-preparation类和不可分割的承诺部分老师和学生,以确保在学习过程中积极进步.Apart,大尺寸大多数马来西亚学校的教室也导致失败的原因之一的整合批判性思维技能在传统课堂教学的主题。一项调查表明，马来西亚学校的教室通常由35至50名学生组成。这间接表明，大多数学生将会表现为被动学习者，而被认为培养学生批判性思维的互动活动在如此大的班级里是不可能进行的。与此相反，许多研究表明，20名学生和以下的小班学生的效率很高，而且往往与学生的成绩提高有关，因此，他们很可能会让他们的软技能得到顺利的培养。
加拿大温哥华代写assignment：马来西亚的教育体系
Due to the exam-oriented culture that has been practised for years in Malaysian education system, teachers are shouldered with the responsibility to finish the syllabus and give as much drilling exercises as they can to their students as to keep up with the society's expectation and over-emphasis on academic results. This in return has caused the teachers paying the least attention to students' character building and soft skills such as critical thinking skill (Education Reform in Malaysia Report, 2012). It can be seen here that Malaysian teachers are not only lacking in terms of skills to teach critical thinking skills , but also are less than competent to prepare and conduct a lesson that infuses critical thinking skills in a traditional classroom. This is due to the fact that teaching critical thinking skills needs a lot of time allocation during the pre-preparation class and undivided commitment both of part of the teacher and students to ensure an active progress during the learning process .Apart from that, big size classrooms in most Malaysian schools are also one of the reasons that contribute to the failure of integrating critical thinking skills in teaching a subject in traditional classroom. A survey done by stated that classroom in Malaysian schools are generally consists of 35 to 50 students per classroom. This indirectly shows that most students will appear as passive learners and interactive activities that are believed to cultivate students' critical thinking cannot be well conducted in such big size class. In contrast, many studies have shown that a small size class of 20 students and below are said to be efficient and often associated with increased students' performance and thus, most likely allowing smooth nurturing process of their soft skills