Didaktikbasierter

Didaktikbasierter is an adjective used in German-speaking education science to describe approaches, models, or research that are grounded in didaktik—the theory and practice of teaching and learning. The term signals that instructional design and educational reasoning are guided by didaktische principles rather than being driven solely by technique, technology, or generic learning theories.

In practice, didaktikbasierte design aims for coherence among learning objectives, content, methods, and assessment. It emphasizes purposefulness and context sensitivity: content is chosen and organized to achieve predefined goals; teaching methods and media are selected to make the content accessible and meaningful for learners; and evaluation aligns with the objectives. This orientation is common in curriculum development, lesson planning, and program evaluation.

Within German-speaking education, didaktische traditions distinguish Allgemeine Didaktik (general didactics) from Fachdidaktik (subject didactics). Didaktikbasierte approaches can be applied across both domains, shaping how subjects are taught and how learning outcomes are justified. They are often used to articulate why particular tasks, representations, or sequencing decisions are appropriate for a given learning target and learner group.

Relation to other approaches varies. Didaktikbasierte frameworks can complement learner-centered or constructivist methods by providing a clear rationale for design choices, while also facing critiques about potential rigidity or overemphasis on structure at the expense of learner agency.

Examples include didaktikbasierte Unterrichtsplanung, didaktische Modelle for organizing content, and evaluative criteria derived from didaktische Prinzipien to judge instructional quality.