Based on the theoretical lens of appropriation relationship within the new materialism that emphasizes the dynamic co - construction and reconfiguration of agency, this study examines the potentials and challenges of the emerging“teacher - student - AI”interaction models in the context of medical humanities education. Using“induced abortion”, the globally controversial topic, the research analyzed 454 online ethical assignments by Chinese and International medical students, which identifies three typical interaction models, including the knowledge transmission model, the critical recognition model and the design-driven model. These models vary significantly in the knowledge internalization, critical thinking activation and student agency improvement. Based on these, the study advocates that educators should holistically integrate the modes to construct a graded and progressive pedagogical pathway. Through the design of the human -machine boundary, critical domestication of technology and innovation - driven practices, these recommendations aim to enhance medical students’theoretical literacy and critical reflective competence.