The current color education in junior high school art courses overly relies on Western color science while neglecting the cultural connotations of the local area. This study takes Kashgar, a key city along the Silk Road, as a case, systematically explores traditional color resources such as Adras silk and earthen architecture, and follows the logical thread of "perception - understanding - expression - creation" to transform them into a four-stage progressive curriculum. The course ensures its feasibility and depth through the development of supporting toolkits, the adoption of project-based learning based on real-world problems, and the establishment of a multi-faceted performance-based evaluation system. It aims to construct a junior high school art color curriculum system centered on cultural understanding and inclusiveness, effectively guiding students from the intuitive perception of regional colors to cultural decoding and contemporary innovative application, achieving an organic unity of color skill cultivation and cultural literacy enhancement. This provides an operational curriculum model for integrating regional cultural resources into school aesthetic education.