An Analysis of the Integration Path of Problem-Based Teaching Methods into Logistics Education in Secondary Vocational Schools from the Perspective of Broad Concepts

Abstract

Introducing the problem-based teaching approach into logistics education in secondary vocational schools within the framework of big concepts addresses issues such as fragmented knowledge acquisition, scattered knowledge construction, and inadequate ability transfer among students. Taking "Transportation" from the textbook *Fundamentals of Logistics* as an example, this study integrates it with supply chain system thinking to identify the overarching concept that "logistics transportation is a critical link for efficient, safe, and low-cost spatial movement of goods." Following the six steps of problem-based teaching—creating scenarios, stimulating discovery, formulating hypotheses, conducting group discussions, applying knowledge, and evaluating summaries—the approach provides a practical teaching strategy to facilitate simultaneous enhancement of knowledge and skills as well as coordinated development of professional competence among vocational logistics students, thereby aligning their learning precisely with industry talent cultivation standards.