Rooted in the philosophy of the Five Elements (Wuxing) and the observation of nature, the traditional Chinese color system carries profound cultural significance. However, its educational potential in primary school art instruction remains under-explored. The new National Curriculum Standards designate "Cultural Understanding" as a core competency, requiring the integration of excellent traditional Chinese culture into the curriculum, which provides a pedagogical basis for bringing traditional colors into the classroom. This paper analyzes the core connotations and educational value of the traditional color system and examines the current knowledge-oriented tendencies and practical dilemmas in color teaching. It then explores integration pathways through four dimensions: enlightenment via natural observation, cognition of traditional color nomenclature, appreciation of classical artworks, and project-based creative practice. Furthermore, the paper proposes supportive recommendations to provide a reference for the cultural expansion of color teaching in primary schools.