Programming is the basis of the content line "Algorithms and programming", which is studied throughout the entire school course of informatics, therefore programming tasks are one of the thematic blocks of the Unified State Exam (USE) in informatics. In particular, one of the educational languages used in solving tasks of the USE in informatics is the Python programming language. This language can be used both for solving the problems of the "Programming" section, and for solving other tasks of the Unified State Exam, simplifying the way to solve them if the students have the skills to write programs in this programming language using the main algorithmic structures (sequencing, selection, and iteration) and data structures (arrays, strings).The article describes the possibilities of using the Python programming language as an alternative tool for solving tasks No. 2, No. 5, No. 15 and No. 16 of the USE in informatics using the example of tasks from the demo version of the USE 2023 control measuring materials, as well as tasks from the open bank of USE tasks.

One of the cloud technologies that can be used to teach programming based on the Python programming language is the Google Colaboratory cloud service. This service can be used by teachers both when teaching certain themes of the section "Algorithms and programming" as part of a school informatics course, and when preparing students for the tasks in programming of the Unified State Exam in informatics. The article discusses the possibilities of the Google Colaboratory cloud service for creating interactive notebooks using the example of an interactive notebook and practical work on the theme "A precondition loop", as well as interactive notebooks "Task No. 24 of the Unified State Exam in informatics" for students and teachers. The applicability of these notebooks for programming training based on the Python language as part of a school informatics course and for preparing students for tasks in programming of the Unified State Exam in informatics is substantiated.

Today, not enough attention is paid to teaching programming in schools, as it causes many difficulties for students associated with a misunderstanding of the abstract and difficult to assimilate new material. At the same time, a weak level of motivation to study and, in the future, to teach the section "Programming" is one of the problems of training future informatics teachers. As a means of motivation for both students and future informatics teachers, game dialogue programs (games in which the player enters into a dialogue with the computer) can be used. Such programs can be used by teachers to develop students' skills in solving typical problems in the "Programming" section.The article discusses the possibilities of using various types of game dialogue programs (text quests, games with random numbers, dice, bulls and cows) for learning to solve typical problems in the "Programming" section. In particular, these games can be used in the study of data processing algorithms using branches and loops, algorithms for finding the maximum and minimum, algorithms for extracting digits from a natural number. At the same time, it should be noted that these programs can be adapted for learning to solve typical problems of the "Programming" section based on other educational programming languages, such as Pascal, Java, C++, etc.

As part of teaching programming in a school informatics course, an important issue is the possibility of using various online programming environments that can be used when teaching the Python programming language. Online programming environments are specialized web services that provide the ability to write and run programs in the appropriate programming language.The article provides an analysis of the content of textbooks and manuals on the subject of "Informatics" in the context of the authors' description of the possibility of using online environments when teaching the Python language. The possibilities of online programming environments for working with the interactive and program mode of Python are considered. The functionality of four services is described: Python Shell, Online Python, JDoodle Online Python 3 IDE, Trinket Python. A demonstration of their work is given on examples of programs in the Python language. The advantages and disadvantages of these online environments are analyzed as part of the study of the "Programming" section in the school informatics course. A comparative description of the considered online programming environments is given. The possibilities of their use as a means of electronic support during lessons in the framework of studying the Python programming language are described.