海南师范大学学报(社会科学版)

色彩构成作为设计专业教学的基础课程，对学生审美素养与专业能力的塑造起着奠基性作用。然而当前高校色彩教学普遍存在色彩教学缺乏系统性以及色彩理论与色彩实践脱节的困境，这直接导致了学生色彩认知的碎片化，难以将所学知识转化为有效的设计表达能力。究其根源，传统的色彩教学多依赖于教师的个人经验与感性化的语言描述，师生之间缺乏一套可以精准沟通、共同参照的色彩语言。这种模糊性使得色彩教学在很大程度上成为一种“只可意会，不可言传”的经验传授，其结果难以量化评估，也阻碍了教学方法的有效传承与迭代。为破解这一难题，本研究引入NCS作为一种基于人类视觉感知的标准化色彩语言。NCS以其系统性、编码化和视觉直观性的特点，能够将抽象的色相、黑度、彩度关系转化为精确的参数，从而为色彩教学提供一个客观、共享的交流平台。这不仅能直接回应上述系统性缺失与理论与实践脱节的核心问题，更与课程旨在达成的美育目标高度契合。探索NCS系统与色彩构成课程各教学模块相结合的具体模式，应遵循“感性认知-理性分析-综合创造”的认知规律，设计一套递进式的教学方案，并通过教学实践，实证评估该模式在提升学生色彩系统性思维、精准表达能力及逻辑化创作能力方面的效果。

As a basic course in design education,colour composition plays a pivotal role in shaping students' aesthetic literacy and professional abilities. However,the current colour teaching in institutions of higher learning education generally suffers from a lack of systematic instruction and a disconnection between colour theory and practical application, which directly leads to fragmented understanding of colour among students and makes it difficult for them to translate acquired knowledge into effective design expression skills. The root cause lies in the traditional approach, which heavily relies on teachers' personal experience and subjective verbal descriptions, without a standardized colour language for precise communication and mutual reference between teachers and students. This ambiguity makes colour instruction largely an experiential transfer that is ‘understood intuitively but hard to articulate', thus making it difficult to quantify and evaluate as well as hindering the effective inheritance and iteration of teaching methods. To tackle this challenge, this study introduces NCS as a standardized colour language based on human visual perception. With its systematic, codified, and visual intuitive features, NCS can convert abstract relationships of hue, blackness, and chroma into precise parameters, thereby providing an objective and shared platform for colour education. This approach not only directly addresses the core issues of the aforementioned systemic deficiencies and the disconnection between theory and practice, but also perfectly aligns with the aesthetic education goals that the course aims to achieve. An exploration of the specific model of integrating the NCS system with various teaching modules of the colour composition course should follow the cognitive pattern of ‘perceptual understanding→rational analysis→comprehensive creation'. Moreover, a progressive teaching plan should be designed, and the effectiveness of this model in enhancing students' systematic thinking about colour, precise expression ability, and logical creative ability should be empirically evaluated through teaching practice.