Abstract: Generative Artificial Intelligence （GenAI） provides an innovative pathway for the digital transformation of classical Chinese poetry teaching in junior high schools. Based on the TPACK theoretical framework and incorporating perspectives from the philosophy of technology， this study explores the coupling mechanisms， practical challenges， and empowerment strategies of integrating GenAI into classical poetry instruction. Research findings indicate that GenAI restructures teaching scenarios through multimodal AI-Generated Content （AIGC） products， demonstrating immediate effectiveness through four-dimensional synergy in teaching assistance， learning support， evaluation facilitation， and research enhancement. Over the long term， it fosters a collaborative “technology-education-culture” ecosystem. However， technological intervention triggers threefold challenges： teachers face compatibility conflicts between technological logic and poetic characteristics， students grapple with cognitive dilemmas of technological dependency and autonomy alienation， and instructional guidance encounters structural contradictions due to resource misplacement and literacy gaps. In response， the study proposes novel approaches： leveraging technology to create immersive contexts， utilizing resources to empower multimodal pedagogy， and integrating digital humanities to cultivate literacy. The innovation lies in integrating GenAI technology， multimodal poetry resources， and digital humanities literacy into the TPACK framework， constructing a three-dimensional integration model. Key contributions include reconstructing the semiotic mediation system for poetic cognition and proposing a “neo-poetic educational paradigm”， offering practical solutions for cultural heritage preservation and nurturing the new generation in the digital era.