الكتاب المدرسي وإعادة بناء التعلم : نحو نموذج بيداغوجي جديد لتنفيذ المنهاج
This article examines the role of the textbook in curriculum implementation in light of contemporary pedagogical shifts toward competency-based learning and learning quality. The study is based on the assumption that curriculum reform cannot be achieved solely through rewriting official curriculum documents, but depends primarily on the instructional medium that translates them into classroom practice, foremost among which is the textbook. A descriptive-analytical and evaluative approach was adopted to analyze the relationship between the intended curriculum and the implemented curriculum, as well as the pedagogical functions of textbooks and their alignment with active learning principles. The findings indicate that the textbook remains the main determinant of classroom learning; however, many textbook models still reflect a traditional knowledge-transmission approach, which limits the effectiveness of educational reforms and prevents the achievement of targeted competencies. The study also shows that redesigning textbooks according to a new pedagogical model based on learning situations, formative assessment, and diversified resources can reduce the gap between theoretical curriculum and actual practice. The article concludes that reconstructing learning requires redefining the textbook’s function from a transmitter of knowledge to a guide for knowledge construction within an interactive learning context. (Published abstract)