教学空间色彩对6—12 岁小学生专注度的影响存在显著差异。20 名1—6 年级被试学生在红、黄、绿、蓝四种标准 色背景下完成同一学习任务，采集FaceReader 面部表情数据、SUS 与5 点Likert 主观评分及任务得分。绿色（0,128,0） 与蓝色（0,0,255）条件下专注度指数、积极情绪比例、测验成绩均显著高于红色与黄色（p ＜ 0.01）；红、黄环境诱发唤 醒水平过高，干扰持续注意。结果显示，教室界面采用短波长冷色可降低生理激活水平，支持课间- 课堂状态转换，为小学 学习空间色彩设计提供量化依据。

There are significant differences in the impact of color in teaching space on the concentration of primary school students aged 6-12. Twenty subjects from grades 1-6 completed the same learning task under four RGB standard color backgrounds: red, yellow, green, and blue. FaceReader facial expression data, SUS and 5-point Likert subjective scores, and task scores were collected. The concentration index, positive emotion ratio, and test score s under green (0128,0) and blue (0,0255) conditions were signifi cantly higher than those under red and yellow conditions (p<0.01); Red and yellow environments induce high levels of arousal and interfere with sustained attention. The results suggest that using short wavelength cool colors on the classroom interface can reduce physiological activation levels, support the transition from break to classroom state, and provide quantitative basis for color design in primary school learning spaces.