The Compulsory Education Art Curriculum Standards (2022 Edition) establish core competencies as the guiding principle of art education, identifying cross-disciplinary thematic learning as a key lever for deepening curriculum reform. As a core formal language of art, color possesses both scientific rationality and humanistic sensibility, making it an ideal medium for cross-disciplinary teaching. In view of the current predicaments in junior high school art color teaching—such as monotonous skill training, fragmented disciplinary knowledge, and a lack of humanistic connotation—this paper, grounded in the requirements of the new curriculum standards, elucidates the academic logic of cross-disciplinary integration in color teaching. The paper proposes four pathways: “Symbiosis of Color and Literature,” “Mutual Verification of Color and Science,” “Tracing of Color and Humanities,” and “Introspection of Color and Psychology.” These pathways aim to reconstruct teaching content and methods, cultivate students’ aesthetic perception and cultural understanding, and ultimately fulfill the fundamental educational task of fostering virtue through education.