（1） Advocate collective teaching and cooperative learning

I suggest that adult violin teaching be conducted in the form of group classes. This is completely opposite to children learning to play the piano. Children's piano learning requires a solid foundation, attention to students' learning emotions, and adjustment of their interest in learning the piano. Individual students are more helpful for teachers to grasp the classroom. Adult violin group classes are recommended to have no more than six people. Let students understand each other's learning progress and create a good atmosphere of mutual learning in the classroom. When students perform, they can also participate in group ensemble, rotation, ensemble and other training. Create a trend of chasing and competing among students, and enhance their interest in learning.

（2） Teaching mainly focuses on music, with techniques as a supplement

It is worth noting that the motivation for adults to learn the piano is not for art exams or to enter professional music schools, but to improve their personal artistic cultivation and enhance their skills in playing a musical instrument. Moreover, learning violin for adults is more difficult than learning piano, and there is a lack of adult violin textbooks. Currently, only children's textbooks are applicable. Based on the above, the author believes that adult education should focus on interest based learning, increase the proportion of music in learning, and reduce the study of difficult exercises. In the initial stage, "Suzuki" can still be the main focus. In the later stage of systematic learning, only the exercises for training and grading of various scales and arpeggios should be added. The traditional exercises commonly used in the past, such as "Walther" and "Kaisai", should be minimized as much as possible. These exercises are often boring and slightly difficult. If high standards are required for practice, it will greatly dampen students' interest in learning and cannot achieve the initial goals. If there are indeed technical difficulties encountered in later music learning, special guidance can be provided and a specific exercise piece can be found to solve them.

（3） Slow down the pace and encourage teaching

In adult collective classes, the interests of all students should be taken into account as much as possible. It is recommended to conduct each lesson in two parts: review and new lesson teaching, with each part accounting for half. Each piece of music should be played in groups, pairs, or solo performances. And pay attention to the control of playing speed.

When learning a piece of music, teaching usually adopts the sequence of teacher demonstration, pitch correction, rhythm learning, slow practice, and ensemble performance. Firstly, the teacher will demonstrate and allow students to construct a rough perception of music. Then, they will enter the stage of music notation, where each student is required to independently and accurately sing the melody, which is very important for novice adults. To prevent situations where there is no music in one's mind and one cannot sing sheet music, it can be particularly difficult during the first and second songs, but there will be some improvement afterwards. After singing accurately, practice with one note, one note, two beats, or one note, four beats in full bow. Match the notes with the positions of the fingers on the violin one by one. After becoming familiar with it, practice according to the rhythm of the music score. In the classroom, teachers can use methods such as playing together with students to learn together. Reserve a certain amount of time in the classroom for students to practice. Only after hands-on practice can problems be discovered in order to solve them in a timely manner. In teaching, we should encourage and criticize more, affirm every bit of progress made by students, and encourage and praise them just like children.