A Study on the Optimization Strategy of Teaching Models for Scientific Thesis Writing Courses for Undergraduates in Public Administration

This paper, using School S as a case study, examines the current state of undergraduate scientific thesis writing courses in the field of public administration. The research reveals several key issues, including a lack of comprehensive course content, an irrational course structure, and a relatively monotonous approach to teaching methods. In response to these findings, the paper proposes strategies to enhance the richness of the course content, refine the course structure for a deeper understanding of the thesis writing process, and integrate a variety of teaching methods to stimulate students' interest and improve their writing skills.