《义务教育艺术课程标准（2022 年版）》确立了核心素养在美术教育中的统领地位，跨学科主题学习成为深化课 程改革的关键抓手。色彩作为美术的核心形式语言，兼具科学理性与人文感性双重属性，是开展跨学科教学的理想载体。鉴 于当前初中美术色彩教学存在技能训练单一、学科知识割裂及人文内涵匮乏等困境，本文立足新课标要求，剖析色彩教学跨 学科融合的学理逻辑。文章提出“色彩与文学共生”“色彩与科学互证”“色彩与人文溯源”及“色彩与心理内省”四重路 径，以期重构教学内容与方式，在培育学生审美感知与文化理解能力的同时，落实立德树人根本任务。
2026-04-01 11:39:39,418 - INFO - Stripped text: 《义务教育艺术课程标准（2022 年版）》确立了核心素养在美术教育中的统领地位，跨学科主题学习成为深化课 程改革的关键抓手。色彩作为美术的核心形式语言，兼具科学理性与人文感性双重属性，是开展跨学科教学的理想载体。鉴 于当前初中美术色彩教学存在技能训练单一、学科知识割裂及人文内涵匮乏等困境，本文立足新课标要求，剖析色彩教学跨 学科融合的学理逻辑。文章提出“色彩与文学共生”“色彩与科学互证”“色彩与人文溯源”及“色彩与心理内省”四重路 径，以期重构教学内容与方式，在培育学生审美感知与文化理解能力的同时，落实立德树人根本任务。

The Compulsory Education Art Curriculum Standards (2022 Edition) establish core competencies as the guiding principle of art education, identifying cross-disciplinary thematic learning as a key lever for deepening curriculum reform. As a core formal language of art, color possesses both scientific rationality and humanistic sensibility, making it an ideal medium for cross-disciplinary teaching. In view of the current predicaments in junior high school art color teaching—such as monotonous skill training, fragmented disciplinary knowledge, and a lack of humanistic connotation—this paper, grounded in the requirements of the new curriculum standards, elucidates the academic logic of cross-disciplinary integration in color teaching. The paper proposes four pathways: “Symbiosis of Color and Literature,” “Mutual Verification of Color and Science,” “Tracing of Color and Humanities,” and “Introspection of Color and Psychology.” These pathways aim to reconstruct teaching content and methods, cultivate students’ aesthetic perception and cultural understanding, and ultimately fulfill the fundamental educational task of fostering virtue through education.