当前，随着移动通信技术的发展和移动设备性能的增强，各种手持式移动设备得到了广泛的应用，越来越多的人都在通过各种手持式设备来获取信息、进行交流，移动学习就是在这种背景下发展起来的新型学习方式。移动学习要求学习者具有高度的学习动机与学习自主性，然而中小学生自控能力还处在发展当中，他们容易缺乏学习动力和动机，对学习容易失去兴趣和积极性，如果在开展中小学生移动学习的探索中，缺乏人文关怀和情感交流，那么它所提供的将是一种低效而无亲和力的学习方式，将难以促进学生的学习。因此其学习过程中的辅导支持与交互活动就显得十分重要，不仅需要提供给学生高质量的学习资源、硬件设备基础和软件资源，还应该给予学生的学习过程以各种形式的辅导，从而增强学生的参与性，激发学生的学习兴趣，维持学生的学习动机，保证移动学习得以展开。本研究在“手持式网络学习系统在学科教学中的应用研究”的项目支持下，深入一线教学，针对中学生英语移动学习的特点，致力于探索出具有可操作性和推广性的辅导支持模式。这一模式利用融情景性、趣味性、交互性为一体的多媒体英语学习资源和配套设计的学习指导手册为立足点，研究学生自主学习、教师辅导、家长关注、网络支持四个环节，并且以多元评价和过程记录贯穿学生学习过程。实验表明：该模式能够维持学生的学习兴趣，提升移动学习的自主性和有效性，真正提高学生的英语水平。研究选取了两所学校各一个初一年级实验班进行了两轮实验，在实验基础上，对辅导支持模式进行了改进、完善以及再实施。在整个实验过程中，笔者对实验班英语移动学习进行了知识掌握前后测试，口语前后测试，师生访谈，学生英语移动学习调查问卷，以及研究者现场观察等工作，从多个角度对本研究的实施效果进行了验证。结果表明，所构建的中学英语移动学习的辅导支持模式是有效的，它为学生构建了以“交际”为中心的英语移动学习语言环境，有利于激发学生英语学习的兴趣，增强学生学习的积极性和参与性，维持学生的学习动机，培养学生的自主学习能力，培养学生良好的学习习惯，促进学生的协作学习和社会交互能力，帮助学生充分的掌握知识，提高口语水平，整体提升学生的英语综合能力。同时，研究也发现了一些问题，如实验学校应试教育心理比较严重，学习资源中一些单词和句型难度偏大，学习指导手册的内容量较多，个别教学辅导活动操作比较繁琐，学校的信息技术设备以及手持式设备的硬件功能和软件资源比较落后等。因此，本研究提出了今后进一步的研究建议方向，如继续完善辅导支持模式的设计，学习资源和学习指导手册的进一步修改完善，教师教学辅导活动的设计改进，加强家庭参与学生学习，移动学习支持系统的持续研究，手持式设备硬件和软件的继续改进等。

At present, with the development of mobile communication technology and the performance of mobile devices, a variety of handheld mobile devices are widely used, more and more people use handheld devices to access to information and exchange with others, thus mobile learning is a new type of learning model which has developed in this context. Mobile learning requires learners to have a high degree of learning motivation and good self-learning ability, however, the self-control capacity of students in primary and secondary schools is still in the development, they are casy to lack motivation and interest to learn. If the exploration of mobile learning in primaty and secondary students lacks humanistic care and emotional changes, then it will be an inefficient way of learning that will be difficult to promote students’learning. Therefore, the supporting activities and interaction are essential in the learning process, which are not only provide students learning resources, hardware and software reasouces in high-quality, but also give students various forms of supporting in the learning process, in order to help to enhance the participation of students, stimulate interestn to learn, maintain their motivation to ensure implemention of mobile learning. This research in the base of the project “research of application in disciplines teaching of hand-held e-learning system”, deeply goes to the front-line of teaching to explore the supporting model for mobile learning of English in secondary schools. On the standpoint of situational, interesting and interactive English learning resources and instruction manual, the research studies the supporting model which bases on the students’ self-learning, with teachers’ guidance, parents’ concern and network support as supplements and multi-evaluation and learning record throughout the whole process. It shows that the model could maintain the students’interest in learning, enhance the autonomy and effectiveness of mobile learning, and truly enhance the English proficiency of students.In the research practice, two classes of grade 1 in two secondary schools are selected to conduct two experiments in practice, and the supporting model is improved, refined, and re-implemented based on the previous experiment. On the implementation of the practice, there are pre-test and post-test of knowledge and oral English, students interview, teacher interview, students questionnaire, and extracurricular observations to verify the results of this research from various angles. The results show that the supporting model is effective, which provides a communicative language environment for students’ mobile learning of English, is conducive to stimulate students’ interests in learning English, enhance the participation and enthusiasm of students, maintain the students’ motivation to learn, cultivate students’ self-learning ability and good learning habits, promote students’ collaborative learning and social interaction, help students to acquire knowledge sufficiently, raise the integrated learning abilities of students. Some problems are also found in the research, for example, exam-oriented education is serious in experimental schools, some words and sentences in learning resources are too difficult to learn, the contents of instruction manual are a little excessive, teaching activities are relatively cumbersome to operate, as well as the information technology equipment and handheld devices are relatively backward. Therefore, the research recommends further directions on the future, for example, the supporting model would be continued to be improved, learning resources and instruction manual would be further revised and refined, teaching activities would be promoted, families participating in students’learning would be strengthened, mobile learning supporting system would be continued to be developed, as well as handheld devices would be improved on hardwares and softwares.