当前初中美术色彩教育课程存在过度依赖西方色彩科学、忽视本土文化内涵的问题。本研究以丝绸之路重镇喀什地 区为案例，系统挖掘艾德莱斯绸、生土建筑等传统色彩资源，并遵循“感知—理解—表达—创生”的逻辑主线，将其转化为 四阶段递进的课程内容。课程通过开发配套工具包、采用基于真实问题的项目式学习以及建立多元表现性评价体系，确保了 教学的可执行性与深度。旨在构建一套以文化理解与包容为核心的初中美术色彩课程体系，有效引导学生从对地域色彩的感 性认知，走向文化解码与当代创新应用，实现了色彩技能培养与文化素养提升的有机统一，为地域文化资源融入学校美育提 供了可操作的课程范式。

The current color education in junior high school art courses overly relies on Western color science while neglecting the cultural connotations of the local area. This study takes Kashgar, a key city along the Silk Road, as a case, systematically explores traditional color resources such as Adras silk and earthen architecture, and follows the logical thread of "perception - understanding - expression - creation" to transform them into a four-stage progressive curriculum. The course ensures its feasibility and depth through the development of supporting toolkits, the adoption of project-based learning based on real-world problems, and the establishment of a multi-faceted performance-based evaluation system. It aims to construct a junior high school art color curriculum system centered on cultural understanding and inclusiveness, effectively guiding students from the intuitive perception of regional colors to cultural decoding and contemporary innovative application, achieving an organic unity of color skill cultivation and cultural literacy enhancement. This provides an operational curriculum model for integrating regional cultural resources into school aesthetic education.