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The urgency of the issue stated in the article is stipulated by the contemporary requirements to rural schoolchildren education, i.e. rise in its availability, quality and degree of specialization. The Federal State Education Standards have set an urgent, but at the same time challenging task to reach not only subject but also meta-subject and personal results in the educational process. Rural students consistently show lower subject results in comparison with those of urban schools. There is a challenge to improve the quality of education in rural schools, which is enhanced by the requirement to gain new educational results by means of universal instructional activities. The purpose of the present article is to reveal the identity of the concept of "balance pedagogy" as a methodological base for integrative-differentiated teaching of rural students and to describe its specific didactic technologies. The leading approaches to the study of this problem are systematic, synergistic, integrative-differentiated approaches, theory of dynamic balance. The essential results of the paper are (a) the author's definition of balance pedagogy as a methodological base for integrative-differentiated teaching of rural schoolchildren and a means to improve the quality of education, personal and meta-subject results in rural schools; and (b) presentation of the main characteristics of the level-and-style differentiation technology in terms of modular teaching programme as a practical tool of balance pedagogy.

The relevance of the research problem is reasoned by the need to create conceptual grounds of life organization variants in the rural school as a resource of intellectual and labor potential formation of rural society taking into account the socio-economic realities of Russia's development in the beginning of the twenty-first century, as well as by the need to maintain the competitiveness of Russia in the agricultural sector. The aim of this article is to present the theoretical and methodological substantiation of the model of the rural school system "school-employer-society", to disclose terms and principles of its construction. A leading approach to the study of this problem is poly paradigm approach implying a dialectical unity of systematic, integrative and differentiated, activity and competence, technological and axiological approaches, the totality of which is directed on problem solving how to transform a rural school into building and strengthening resource of intellectual and labor potential of rural society. The article reveals the author's understanding of the concepts "intellectual potential of rural society", "labor potential of rural society", presents the formulation of the theoretical and methodological terms, conditions and principles of constructing a model of the rural school as a resource to form intellectual and labor potential of rural society, reveals the peculiarities of the model, which first of all is oriented on rural school student's comprehensive training for independent activity in the conditions of market economy in agrarian society.