Currently, students with relatively weak vocal learning foundations generally suffer from learning anxiety disorders. Anxiety disorder is a psychological feeling of excessive worry, and college students’ learning anxiety often leads to uncontrollable worries such as nervousness, panic, and feeling threatened. This learning anxiety will make students increasingly reject learning, thereby affecting learning efficiency.

The study explored three perspectives: establishing a friendly and interactive teacher-student relationship, optimizing the model of vocal music teaching courses in universities, and carrying out innovative course practices. The effectiveness of innovative practice in vocal music teaching courses in universities was tested and verified using the Sarason Exam Anxiety Scale. The experiment used 120 college students from two classes to be divided into a control group and an intervention group. The intervention group learned according to the innovative practice of vocal music teaching courses in universities, while the control group still learned according to the original learning model.

The experimental results show that there is a significant difference in anxiety results between the control group and the intervention group before and after the course implementation. The learning anxiety of students in the control group and intervention group before the innovation practice course experiment was 40.5% and 40.4%, respectively. After innovative practice, the learning anxiety of the two groups of students was 40.8% and 31.5%, respectively.

The innovative practice of vocal music teaching courses in universities can effectively alleviate the learning anxiety of college students.