Abstract: With the advancement of national digital transformation in education and the construction of a modern vocational education system, application-oriented undergraduate courses are facing an urgent need to align their teaching requirements closely with industry standards. Taking the "Jewelry Processing and Manufacturing" course as an example, significant structural tensions exist between its high skill-density instructional demands and limited class hours, as well as between stringent safety protocols for precision operations and insufficient instructional support. Grounded in the SAMR model (Substitution, Augmentation, Modification, Redefinition)—a framework for assessing technology integration in education—this study develops a micro-lesson instructional model that progresses from partial integration of digital resources to comprehensive reconstruction of the teaching process. Teaching practice shows that this model not only enhances students' mastery of technical skills and adherence to operational standards but also effectively fosters a shift in teacher-student roles and diversifies assessment approaches. A transformation pathway has gradually taken shape: problem identification→targeted resource deployment→model refinement→systemic reconstruction, offering a transferable and practical paradigm for the digital transformation of other high skill-density courses.