Enhancing Learning Experiences in Chinese Culture Courses: Integrating the Performed Culture Approach in Large Classroom Settings

Abstract

As public universities increasingly adopt large class sizes to address financial constraints and faculty shortages, challenges in student engagement and learning outcomes have emerged. Traditional lecture-based approaches often lead to passive learning, reducing student motivation and critical thinking. This paper explores the implementation of the Performed Culture Approach (PCA) in two large culture courses at the University of Connecticut. By incorporating interactive group projects, PCA promotes active participation, collaboration, and deeper cultural understanding. These projects encourage students to analyze traditional Chinese values, compare social practices across cultures, and critically examine contemporary social issues through structured activities such as video recording stories, television show analysis, and film-based research. This approach demonstrates that even in large class settings, innovative pedagogical strategies can transform passive learning into an interactive, student-centered experience