针对高中信息技术教育中存在的学生参与度不足、编程能力培养欠缺、教师工作负担过重等问题，基于ICAP认知参与理论框架，探讨GenAI工具与教师的协同教学机制，提出“学生主体——双引导四阶段”人机协同教学模式，通过教学实例说明该模式能够有效提升学生学习参与度与编程能力，增强学生对技术工具规范使用的自觉性，显著减轻教师的重复性工作负担，为人机协同教育模式的广泛应用提供可推广的实践范式。

Aiming at the problems of insufficient student engagement, lack of innovation cultivation, and excessive teacher workload in high school information technology education, this study explores the collaborative mechanism between artificial intelligence tools and teachers based on the ICAP cognitive engagement theoretical framework. A "dual-subject, four-stage" human-computer collaborative teaching model is proposed. Practice demonstrates that this model effectively enhances students' programming skills and innovative awareness while strengthening their self-discipline in standardized use of technological tools. Additionally, intelligent tools provide precise support, significantly reducing teachers' repetitive workloads. This research offers a replicable practical paradigm for the widespread application of human-computer collaborative educational models.