The paper presents the results of an international comparison of textbooks of didactics in two countries: On the hand of a textbook of the German Didaktik and on the other hand of a textbook of the Instructional Design. The main research question is: How do authors write their texbooks of didactics? By answering this question it is the aim to draw some conclusion to the structures of the disciplines, exspecially to the structures of the German Didaktik and the Instructional Design. Some specific question are: Which fields of knowledge are mentioned in a textbook of German Didaktik and Instructional Design for the finding of contents? With the help of which criteria are the contents of these fields checked? Which contents are mentioned in a textbook of German Didaktik and Instructional Design? Are contents existing, which are typical didactic? What is the systematic basic of the textbooks of German Didaktik and Instructional Design in regard to content? With the answers to these question it is possible to show the self-understanding of Didactic and to name some important tasks for the international rapprochment of Didactics.

The main research method is a content analysis which focuses to the references of the textbooks, to the argumentations of the authors, to the content tables and to the cross references. To ensure objectivity, validity, and reliability all variables are described keenly and the analyse is controlled by an intra-coder reliabilty check.

1. Similarities and differences regarding the scientific background of didactics in different countries. 2. Facts for the cultural and domain-specific addictions of didactics. 3. Similarities and differences regarding the way of argumentation in the the German Didaktik and the Instructional Design. 4. Similarites and differences regarding the contents in the German Didaktik and the Instructional Design. 5. Different ways of knowledge systematisation in the German Didaktik and the Instructional Design.