研究人员还发现，由于需要完成教学大纲，课程没有正确地由教师。教师很少反思他们的教学。即使完成的目标和学习成果是衡量马来西亚教育系统的成功教训，大部分时间，教师没有试图找出他们的学生是否获得了指定的学习成果。一个有效的科学课堂应该能够让学生思考和处理课堂上所学到的知识。具有讽刺意味的是，这种情况并不发生在大多数马来西亚教室。由于考试的原因，研究者认为教师在教学中往往忽视教学方法。事实上，一门科学课应该充满有趣和变化的活动，这样学生就可以享受课堂。然而，在现实中，大多数科学课，往往不是，不仅平原和沉闷，但也可以杀死学生的兴奋学习的主题。这是另一个关注的研究人员，因为有一种趋势，上述情况可能会导致学生失去学习科学的兴趣。与教育的发展和对全人类教育的强调相类似，该教育与马来西亚的教育体系类似。不同的是在课程的实施和有效性方面。Scieffer和Busse（2001）在他们的研究中发现，从斯坦纳学校的学生比在美国公立学校的学生。其他研究（Easton，1997；奥伯曼，1997；Uhrmacher，1993b）也建议斯坦纳学校教育之间的正相关关系，学习与学生的成就。此外，对斯坦纳教育的研究也提到了2000～2004年间全国学生斯坦纳考试成绩的一致性。（2000）在测定调查英国大学生的创新能力，苏格兰和德国通过托兰斯创造性思维能力测试使用；发现一般斯坦纳学校的学生取得了显着较高的创造力得分比国家学校的同龄人。它实际上反映了斯坦纳课程中强调创造性的有效性。Jalinek和孙（2003）的研究，他们进行了旨在比较斯坦纳教育与主流学校透露，斯坦纳的孩子们进行逻辑推理和科学活动由蒂姆斯国际比较研究的表现比其他学校的学生了。斯坦纳学校学生的科学推理被认为是杰出的。
新西兰历史作业代写:完成教学大纲
The researcher also found out that because of the need to finish up the syllabus, the lessons were not conducted properly by teachers. Teachers rarely make reflections on their teaching. Even though the accomplishment of the objective and learning outcomes are the measurement to a successful lesson in Malaysian education system; most of the time, teachers do not have attempt to find out whether their students have actually acquired the specified learning outcomes. An effective science classroom should be able to make students think and process the knowledge received in the classroom. Ironically, the scenario does not happen in most Malaysian classrooms. Because of the examination matter, the researcher believes that teachers tend to neglect their method in teaching science. In true fact, a science class should be filled with interesting and varying activities so that students will enjoy the class. However, in reality most science lessons, more often than not, are not only plain and dull but also could kill students' excitement in learning the subject. This is another concern of the researcher since there is a tendency that the situation mentioned above could cause the students to lose interest in learning science The Steiner Waldorf education is similar to the Malaysian education system in terms of its emphasis on the development of human beings and in the provision of holistic education. What is different is in terms of the implementation and the effectiveness of the curriculum. Scieffer and Busse (2001) in their research discovered that the students from Steiner school did better than students in state school in United States. Other research (Easton, 1997; Oberman, 1997; Uhrmacher, 1993b) also suggested a positive relationship between Steiner school education, learning and students achievement. Moreover, research on Steiner education also mentioned about consistency of Steiner students performance in National test from 2000 to 2004. Ogletree (2000) in investigating the creative ability among the students in England, Scotland and Germany through the use of Torrance Test of Creative Thinking Ability; found that generally Steiner school students obtained significantly higher creativity scores than their state school peers. It actually reflects the effectiveness of the emphasis on creativity in Steiner curriculum. Jalinek and Sun (2003) in research that they conducted which aimed to compare the education in Steiner and mainstream schools revealed that, the Steiner children who tested in logical reasoning and science activity which developed by TIMMS international comparative study performed better than students from other schools. The scientific reasoning of Steiner school students was found to be outstanding.
