With the entry of generative artificial intelligence into the fields of visual arts and education, the professional development of art teachers is facing a transformation from tool use to role reconstruction. AI tools can quickly generate images, lesson plans, courseware, sketches, and comments, but if they are only regarded as “content generators,” it can easily lead to weakened teacher subjectivity, homogenized teaching, and degraded aesthetic judgment. Art teaching involves elements such as knowledge transmission, visual perception, creative experience, aesthetic judgment, etc. AI can generate images, but it is difficult to replace teachers’ observation of students’ creative process, interpretation of the meaning of works, and grasp of classroom-generated resources. If teachers lack intermediary awareness, AI-generated content may also bring copyright disputes, cultural misunderstandings, and aesthetic deviations. Therefore, this study proposes that AI should shift from being a “content generator” to a “teaching intermediary,” and proposes reconstruction strategies from three aspects: updating professional knowledge reserves, enhancing digital art literacy, and optimizing classroom teaching models, in order to promote the unity of technology empowerment and aesthetic education goals.