本文聚焦于高校艺术类专业基础色彩课程的教学改革,旨在探索将思政、革命历史题材系统化融入教学的有效路径。针对传统色彩教学中技法训练与人文内涵培养相脱节的问题,本研究构建了“情感唤起—意象解码—语境重构—创作生成”四阶递进式教学模型。该路径引导学生将宏大的历史叙事与精神内涵逐步转化为个人化的情感体验、可操作的色彩语言及独特的艺术表达,并最终在纸本、画布等平面媒介上完成主题性创作。教学实践表明,此路径不仅能显著提升学生的色彩建构能力与审美判断力,更能深化其对革命历史的文化认同与情感共鸣,为艺术基础课程的“课程思政”建设提供了具象化、可操作的实践方案。

This paper focuses on the teaching reform of foundational color courses in art-related majors at universities, aiming to explore effective pathways for systematically integrating ideological and political education as well as revolutionary historical themes into the curriculum. In response to the disconnection between technical training and the cultivation of humanistic connotation in traditional color instruction, this study constructs a four-stage progressive teaching model: "Emotional Evocation-Imagery Decoding-Contextual Reconstruction-Creative Generation." This pathway guides students in gradually transforming grand historical narratives and spiritual connotations into personalized emotional experiences, operable color language, and unique artistic expression, ultimately culminating in thematic creations on two-dimensional mediums such as paper and canvas. Teaching practice demonstrates that this approach not only significantly enhances students' color construction skills and aesthetic judgment but also deepens their cultural identification and emotional resonance with revolutionary history, providing a concrete and operable practical solution for the "ideological and political education in all courses" initiative in foundational art education.