KOREASCHOLAR

This study investigates the cultural imagery vocabulary and symbolic meanings embedded within 85 Recommended Texts issued by Hong Kong Education Bureau. These texts, drawn from classical Chinese literature, are rich in cultural symbolism and literary aesthetics, offering valuable resources for language and literary education. Through semantic analysis and diachronic comparison, the study identifies primary cultural imagery categories—such as the moon, plants, animals, and human actions—and traces their historical evolution and symbolic transformation. Findings reveal that these vocabulary items convey traditional Chinese values, modes of emotional expression, and philosophical thought. Rather than evaluating educational outcomes, this study aims to construct a theoretical framework to support vocabulary and cultural instruction, thereby enhancing students’ cultural literacy and textual interpretation skills. Building upon this framework, concrete teaching strategies are proposed, including the development of thematic vocabulary columns and cultural archetypes, to facilitate the systematic integration of cultural imagery into curriculum design. By articulating the dialectical relationship between cultural inheritance and innovation, this study offers insights for exploring effective pedagogical approaches to classical imagery within contemporary educational contexts.

本研究分析香港教育局頒布的85篇《建議篇章》中所蘊含的文化意象詞彙及 其象徵意義。這些篇章取材自中國古典文學，包含豐富的文化象徵與文學美感，為語 文與文學教育提供了寶貴資源。通過語義分析與歷時比較，研究辨識出主要文化意象 類別——如月亮, 植物, 動物與人類行動——並追溯其歷史演變與象徵意涵的轉化。研究 結果顯示，這些詞彙承載並傳遞著中國傳統的價值觀, 情感表達與哲學思維方式。本研 究旨在建構一套理論框架以支援詞彙與文化教學，從而提升學生的文化素養與文本詮 釋能力，而非驗證教育成效。基於此框架，研究進一步提出具體的教學策略，包括建立 主題詞彙欄目與文化原型，以促進文化意象在課程中的系統整合。通過闡釋文化象徵 承傳與創新的辨證關係，本研究為探索古典意象在當代教育語境中的有效教學方法提 供了參考。

Abstract
1. Introduction
2. Review of Imagery and the Vocabulary of Imagery and CulturalImagery
    2.1. Definitions and characteristics of imagery and imagery vocabulary
    2.2. Definitions and characteristics of cultural imagery
    2.3. Research themes in the Recommended Texts
3. Research Methodology: Cultural Imagery Vocabulary in theRecommended Texts
    3.1. Vocabulary Selection and Corpus Compilation
    3.2. Application of Semantic Analysis Techniques
    3.3. Theoretical Framework Development
    3.4. Expert Validation Procedure
    3.5. Extended Analysis
4. Findings on the Vocabulary of Cultural Imagery in theRecommended Texts
    4.1. Distribution of cultural imagery vocabulary
    4.2. Archetypal texts in the “moon” imagery lexicon
    4.3. Symbolic meanings of moon imagery in cultural and historical contexts
    4.4. Evolutionary paths and symbolic transformations of moon imagery
    4.5. A balanced analysis of and diachronic evolution of multiculturalimagery
5. Discussion and Suggestions for Teaching the Vocabulary of CulturalImagery in the Recommended Texts
    5.1. Developing thematic cultural vocabulary column
    5.2. Developing cultural columns for prototypes and variant
6. Conclusion
References
<中文摘要>

• Yin-chu CHEUNG(Faculty of Education, The Chinese University of Hong Kong, China) | 張燕珠 (香港中文大學 教育學院)