The aim of this article is to map out the priority directions and shape the program for the development of the textbook. The tasks of adjusting the aims of education, renovating the priority directions in the selection of the content of areas of education and school subjects, and improving the tools and means, methods, and organizational forms of instruction stem first and foremost from factors of a social, economic, scientific, technical, and technological character. All of which are linked together in the "education-science-technology-production" system. This system makes up a unified economic sector of Russia and it requires a new model of the production and dissemination of knowledge, the cultivated use of knowledge, and enhancement of the upbringing potential of integral knowledge in the context of the emergence of the personality. In this article, the authors talk about the formation of a new educational model by looking for mechanisms to integrate traditional and newer ways to organize the means of providing information support in educational practice. One such means is the textbook and the set of tools of teaching methodology. An analysis of the problem of the quality of the textbook and the extent to which it is in tune with the aim of modernizing education has brought to light a number of serious shortcomings. The authors enumerate the shortcomings that have been detected in the monitoring of the textbook. The two directions in the strategic development of textbooks, namely, the fundamental direction, and the applied direction, as well as the stage-by-stage expert appraisal of the textbook are discussed.