Under the dual background of emerging engineering education initiatives and refined urban renewal, architectural education faces the dilemma that traditional teaching models struggle to cultivate research-oriented design talents.?Based on embodied perception experimental pedagogy practices guided by our teaching team in recent years and supported by a series of undergraduate innovation projects, this study proposes an integrated teaching framework that combines experimental research with urban design studio courses.?This framework addresses core issues such as the disconnection between undergraduate and graduate training, overreliance on experiential design decisions, and the theory-practice divide.Methodologically, it employs interdisciplinary experimental design, problem-driven analysis, and tiered team-based teaching.?The curriculum is structured as a three-phase competency chain: environmental-behavioral cognition for lower-year undergraduates, quantitative technology application for intermediate/upper-year students, and multimodal data fusion for graduate students.?Through a closed-loop process, research outcomes are systematically fed back into design studio teaching, ensuring a seamless integration of empirical findings and pedagogical practice.?Empirical results demonstrate?that this model significantly enhances students' research-driven design capabilities, supporting both academic publications and design competitions while providing quantitative evidence for urban renewal. Theoretically, this study positions embodied perception as a mediator between empirical research and design thinking.?Practically, it establishes a replicable pedagogical paradigm for urban design education, facilitating a shift from form-oriented to human-centric approaches.