色彩感知能力是人类认知世界、发展审美与表达情感的重要基础，其在儿童早期的阶段性发展具有显著的规律性。 本文基于发展心理学与艺术教育理论，结合低年级学生的生理发育特点与认知发展水平，将该阶段学生色彩感知能力发展划 分为低年级初期（6—7 岁）的“直观具象感知阶段”与低年级中期（7—8 岁）的“初步分化与联想感知阶段”。通过对两 个阶段学生色彩感知的表现形式、认知特点、影响因素等核心特征的分析，揭示低年级学生色彩感知从“被动接收”到“主 动关联”的发展逻辑，为小学美术教育中色彩教学的分层设计、精准引导提供理论支撑与实践参考。

Color perception ability is an important foundation for human cognition of the world, development of aesthetics, and expression of emotions. It has significant regularity in the early stages of childhood development. This article is based on the theories of developmental psychology and art education, combined with the physiological development characteristics and cognitive development level of lower grade students, and divides the development of color perception ability in this stage into the "intuitive and concrete perception stage" in the early stage of lower grade (6-7 years old) and the "preliminary differentiation and associative perception stage" in the middle stage of lower grade (7-8 years old). By analyzing the core characteristics of color perception in two stages, including the forms of expression, cognitive characteristics, and influencing factors, this study reveals the development logic of color perception in lower grade students from "passive reception" to "active correlation", providing theoretical support and practical reference for the hierarchical design and precise guidance of color teaching in primary school art education.