With the widespread application of artificial Intelligence - generated Content （AIGC） technology in the field of education， more and more students have adopted it as a learning tool for daily use. While it has significantly improve the efficiency of students' knowledge acquisition and expand students' diversified learning paths， AIGC also has many negative effects， especially in AI dependence，posing significant risks to the improvement of students' cognitive ability.From the perspective of Bloom's cognitive classification and triune brain theory， this paper takes the survey of universities in Yunnan Province as a case study to deeply explore the problems and causes that dependence on AIGC may lead to the obstruction of students' development of higher - order cognitive abilities such as critical thinking， the weakening of teacher - student interaction and social relationship， and the widening of the digital ability gap among students. On this basis， from multiple dimensions such as teaching and content process design， curriculum construction and evaluation mechanism， this paper proposes coping strategies to crack the AI - dependent risk and promote the achievement of vocational college students' training goals， providing theoretical basis and practical guidance for the effective application and optimization of AIGC technology in the field of education.