Based on the AI-integrated teaching case of “Waiting for Rabbits by the Tree Stump” conducted in a third-grade primary school class, this paper explores the specific practices and innovative pathways for empowering classical Chinese teaching with generative artificial intelligence (AI) technology. To address the widespread challenges of comprehension difficulties and learning apprehension among primary school students in classical Chinese, a teaching model centered on “virtual scenario creation, intelligent text-to-image translation, and dual-track task-driven instruction” was constructed and implemented. By introducing an AI-generated virtual mentor, utilizing tools for text-to-image translation, and designing human-machine collaborative speculative activities, the ancient classical text was successfully transformed into a vivid and tangible exploratory journey for students. Practice has shown that this model can effectively stimulate students’ learning interest, deepen their understanding of both textual content and allegorical meaning, and foster the preliminary development of their critical thinking skills. This research aims to provide a practical and referential framework for frontline teachers and to contribute insights for innovating traditional culture pedagogy through technological empowerment.