翻转课堂的教学模式是以任务为主要的学习模式，为此，在小学英语教学阶段给

The teaching mode of the flipped classroom is based on tasks as the main learning mode. For this reason, it is an important part of the teaching process to clearly propose tasks for students in the stage of primary school English teaching and design a task list for autonomous learning [3]. In the teaching process, whether the task design is clear and clear, and the students' specific operability of the task have an important role. For example, the failure to realize the importance of the task in the previous traditional teaching mode has led to a lack of learning for students in learning English pronunciation and intonation. Flipped classroom focuses on explaining the knowledge of pronunciation and intonation to students in the micro-video teaching, and then assigns tasks related to pronunciation and intonation in the task list, allowing students to perform pronunciation, intonation and accent on the text according to the content of the recording in the text After the students finish their studies, make statistics on the students’ learning achievements. At least half of the students have not completed the corresponding tasks. Carefully analyze the students’ learning results. There are certain reasons for the students to obtain such learning results. Primary school English pronunciation The study of intonation is not a matter of overnight, and it cannot only emphasize the speed of learning. Besides, it is even more challenging for students in the third grade of elementary school. In addition, not every sentence in learning covers pronunciation and intonation. It is not in accordance with the law of learning for students to mark every sentence in the task. For this reason, it is necessary to have the ability to design the task. Pertinence and effectiveness, allowing students to acquire corresponding knowledge while doing tasks. Teachers should change their concepts and rest assured that students can acquire knowledge and solve problems through their own efforts. In the flipped classroom, the teacher is no longer the disseminator of knowledge, but the guide, helper and organizer of student learning. In the practice of flipped teaching, many teachers' concepts are difficult to change substantially. Some teachers position their life value on "preaching and teaching", these teachers cannot let their students learn independently. At present, some so-called "flipped classrooms" have not achieved true "flipping". In many cases, students have already learned it, and teachers still have to explain for a while. Teachers should deeply realize that teachers are basically not preachers and teachers, but instructors in the process of students' autonomous learning.

The teaching mode of flip classroom is the main learning mode with the task as the main, for this reason, in the primary school English teaching stage to give students clearly put forward the task of preview, design the task of self-learning is an important part of the teaching process. In the teaching process, whether the task design is clear, clear and students on the specific operability of the task and other content has its important role. For example, because in the previous traditional teaching model did not realize the importance of the task, resulting in students in learning English voice intones and other parts of the study is relatively lacking. Flipping the classroom in micro-video teaching focused on the students to explain the knowledge of voice intonation, and then in the task list for students to assign the task of voice intonation, so that students according to the text recorded content of the text to voice, intonation and accent, such as students after learning the results of the students to count, at least half of the students did not complete the corresponding tasks, careful analysis of students' learning results, students to achieve such learning results is also a certain reason, Primary school English voice tone learning is not an overnight thing, and can not only emphasize the speed of learning, in addition to the third grade students is a challenge. In addition, not every sentence in the study is covered by voice, intonation, in the task to let students mark each sentence is not in line with the law of learning, for this reason, it is necessary to design tasks must be targeted, effective, so that students do tasks at the same time to learn the corresponding knowledge. Teachers should change their ideas and rest assured that students will gain knowledge and solve problems through their own efforts. In flip classes, teachers are no longer the spreaders of knowledge, but the guides, helpers, and organizers of student learning. In the practice of flipping teaching, many teachers' ideas are difficult to change substantively. Some teachers position their life values in "mission and teaching", and these teachers can't let their students learn on their own. At present, some so-called "flip class", and did not achieve the real "flip", in many cases, clearly students have learned, teachers still have to explain for a period of time. Teachers should be deeply aware that teachers are basically not preachers and mentors, but guides in the process of students' independent learning.

The flipped classroom teaching mode is a task-based learning mode. Therefore, it is an important part of the teaching process to clearly put forward the task of preview and design the task list of autonomous learning for students in the primary school English teaching stage [3]. In the teaching process, whether the task design is clear and clear, as well as the students' specific operability of the task have an important role. For example, because the traditional teaching mode did not realize the importance of the task, students in learning English pronunciation and intonation and other parts of the learning is relatively poor. Flipped classroom focuses on explaining the knowledge of pronunciation and intonation to students in micro video teaching, and then arranges tasks related to pronunciation and intonation for students in the task list. Students are asked to mark the pronunciation, intonation and stress of the text according to the recorded content of the text. After learning, the students' learning achievements are counted. At least half of the students do not Having completed the corresponding tasks, carefully analyzing the students' learning results, there are certain reasons for students to achieve such learning results. The learning of English pronunciation and intonation in primary school is not a matter of a day and night, and it can not only emphasize the speed of learning, but also a challenge for the students of grade three in primary school. In addition, in learning, not every sentence covers pronunciation and intonation. It is not in accordance with the learning rules to ask students to mark every sentence in the task. Therefore, it is necessary to design tasks with pertinence and effectiveness, so that students can acquire corresponding knowledge while doing tasks. Teachers should change their ideas and let students acquire knowledge and solve problems through their own efforts. In flipped classroom, teachers are no longer disseminators of knowledge, but guides, helpers and organizers of students' learning. In the practice of flipped teaching, it is difficult for many teachers to change their ideas substantially. Some teachers regard their life value as "preaching and imparting knowledge". These teachers can't let students learn independently. At present, some of the so-called "flipped classroom" have not realized the real "flipped classroom". In many cases, it is clear that students have learned it, and teachers still have to explain for a period of time. Teachers should deeply realize that teachers are not basically preachers and imparters, but guides students in the process of autonomous learning.<br>