Color cognition, as the primary component of visual perception, constitutes the cognitive foundation of high school art aesthetic education. Color cognition possesses the physiological basis of psychological mechanisms, the symbolic characteristics of cultural attributes, and the intrinsic connection with visual literacy, establishing its fundamental position in art education. Currently, high school color teaching exhibits different characteristics in content structure, student development, and educational environment, while facing practical dilemmas such as the disconnection between theory and practice and singular evaluation methods. Through constructing perceptual training systems, innovating cultural inheritance teaching, reconstructing curriculum resources, and improving evaluation mechanisms, the effectiveness of color cognition education can be enhanced effectively, laying a solid foundation for students' visual literacy development.