The expression of color emotions among middle school students presents three clear characteristics: firstly, the emotional direction is more prominent, and students will externalize their mood through color contrast, brightness span, and purity changes; The second is the gradual formation of consciousness, which can make purposeful arrangements in terms of dominant colors, area ratios, and the relationship between foreground and background; Thirdly, there are significant individual differences, with different students exhibiting varying levels of color preferences, material selection, and interpretive abilities. The study proposes that in middle school art teaching, it is necessary to combine real-life situations, target student differences, and focus on practical teaching, in order to stimulate students' color experience, stimulate innovative consciousness, and improve their ability to express color emotions.