色彩作为美术学科的基础语言，是落实审美感知与创意实践的重要载体。然而，当前小学色彩教学常脱离儿童认知 水平，出现低段教学成人化、高段教学浅表化等问题。本文立足儿童心理发展规律，剖析皮亚杰认知发展理论与新课标分学 段学习任务的内在关联。针对教学目标错位、内容割裂及评价单一等现实困境，提出分学段色彩教学策略：第一学段依托游 戏体验激活审美感知，第二学段借助情境探究深化文化理解，第三学段通过主题创作提升创意实践。只有顺应儿童心理发展 轨迹，才能有效提升美术教学质量，真正实现核心素养落地。

Color, as the fundamental language of the art discipline, is a key vehicle for cultivating aesthetic perception and creative practice. However, current color instruction in primary schools often deviates from children's cognitive levels, leading to "adultified" teaching in lower grades and superficial instruction in upper grades. Grounded in the laws of children's psychological development, this paper analyzes the intrinsic connections between Piaget's cognitive development theory and the staged learning tasks outlined in the new curriculum standards. In response to practical challenges such as misaligned teaching objectives, fragmented content, and single-track assessment, it proposes stage-based color teaching strategies: in Stage 1, activate aesthetic perception through game-based experiences; in Stage 2, deepen cultural understanding via contextual inquiry; and in Stage 3, enhance creative practice through thematic creation. Only by aligning with the trajectory of children's psychological development can art teaching quality be effectively improved and core competencies genuinely realized.