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.