As a foundational discipline in medical education, human anatomy teaching has long been constrained by the scarcity of specimen resources and students’ weak spatial cognitive abilities. The introduction of artificial intelligence (AI) technology offers new possibilities for resolving this predicament, but it also reveals deep-seated contradictions such as the experiential gap between digital cognition and physical touch, and the paradox of efficiency between technological convenience and knowledge internalization in practical application. Based on field observations of anatomy teaching in medical colleges and universities, this paper analyzes the adaptation difficulties existing in the current integration of technology and proposes a practical framework for reconstructing technology to serve the essence of anatomy from four dimensions: clarifying teaching positioning, reengineering cognitive processes, developing intelligent exercises, and establishing a collaborative mechanism between industry and academia. The aim is to provide an operational path reference for the reform of anatomy teaching in the era of artificial intelligence.