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The teaching strategies for CA1 systems are implicitly expressed in a branching network compared with those for ICAI systems which are represented explicitly and held separately from other components in the system such as the subject knowledge base. As such, they are open to investigation and criticism. In this paper I examine current perspectives on teaching strategies and critically review them. It has been suggested that teaching strategies are excessively ad hoc and the remedy lies in the construction of better theories of learning. I argue that other measures. e.g. utilising teaching models and providing systematic teaching strategies and tactics based on them would be more beneficial. A proposed solution to the teaching strategy problem is presented and related to the long-term objective to provide better theories of learning.

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