Multiplication of knowledge medium has brought the change of cognitive style, and traditional teaching mode based on experience has been challenged by digitalization and information technology revolution. Facing the reality, the teaching of architecture must take use of the characters and advantages of different mediums, and adjust the teaching methods accordingly. Architectural design teaching should follow the cognitive law of perception–reflection–behavior, guide the students to get sensory experience, establish emotional connection, use multiple mediums, get through information barriers, and form embodied cognition, so as to realize the continuity and max efficiency of the process of perception, cognition and expression. Based on this, the author takes the architectural bachelor’s fourth grade urban design workshop as an example, specifies the roles and tasks of teachers and students in the teaching–learning procedure from teaching target and strategy, refines the teaching plan to promote and integrate experience, comprehension, and practice. By setting specific work goals, students are guided to choose the most suitable viewpoint and tools in different stages, combining experience and book knowledge with information media and internet data, promoting the design process into a circular working process with cognition–practice–recognition–re-practice. Students can accomplish the workshop more openly and multiply, build personalized knowledge framework, find suitable design methods, and finally improve their comprehensive design ability.