Generative AI (GenAI) tools such as ChatGPT now provide novice programmers with instant, personalized support and are reshaping computing education. While a growing body of work examines AI's immediate impacts, longitudinal evidence remains limited on how students' awareness, student-AI interaction patterns, and course outcomes evolve as AI becomes routine in classrooms. To address this gap, we investigate an introductory Python course across three successive AI-supported cohorts (2023-2025). Using questionnaires, coded student-AI dialogue logs, and course assessment records, we examine cohort-to-cohort shifts in students' AI awareness, interaction practices, and learning outcomes. We find that students' relationships with GenAI change systematically over time: familiarity and uptake become increasingly normative, and help-seeking practices evolve alongside growing AI literacy and shifting expectations of what the assistant should provide. These changes suggest that, in the AI era, the central instructional challenge is less about whether students use AI and more about how courses redefine productive learning practices while maintaining student agency. Our study offers longitudinal evidence and practical implications for designing and integrating AI programming support in course settings.

翻译：生成式人工智能（GenAI）工具（如ChatGPT）现已为初学编程者提供即时、个性化的支持，并正在重塑计算机教育。尽管越来越多研究探讨人工智能的即时影响，但关于学生对其认知、人机交互模式以及课程成效如何随人工智能在课堂中的常态化而演变的纵向证据仍然有限。为填补这一空白，我们针对三门相继采用人工智能支持的Python入门课程（2023-2025年）展开研究。通过问卷、编码后的学生-AI对话日志及课程评估记录，我们考察了不同届别学生在人工智能认知、交互实践与学习成效上的变化。研究发现，学生与GenAI的关系随时间呈现系统性变化：熟悉度与采纳度日益成为常态，求助行为随人工智能素养提升及对助手期望的转变而演变。这些变化表明，在人工智能时代，核心教学挑战已非学生是否使用人工智能，而是课程如何重新定义有效的学习实践，同时维护学生自主性。本研究为课程环境中人工智能编程支持的设计与整合提供了纵向证据与实践启示。