大学英语教师对教学的有效干预是大学英语教学改革成功的关键。本文以人文建构主义的“中介作用理论” 为指导，尝试在英语口语教学中采用“过程式”教师干预模式。实验证明了人文建构主义关照下的教师干预模式在教学目标、教材遴选、策略分析与口语活动安排方面的优势以及对于学习者学习主动性、团队合作、口语表达流利度和准确度方面的促进作用。

Effective teacher intervention is the key to the success of College English Reform in China. Guided by the Humanistic Constructivism and based on “the Mediation Theory”, this paper reports and analyzes an experiment with “process-based teacher intervention” in oral English class. The experiment indicates the superiority of the innovative teacher intervention model over the traditional one in terms of teaching goals, teaching materials, strategies and oral project management. Meanwhile, the “process-based teacher intervention” plays a facilitative role in promoting learners’ motivation, teamwork, oral English fluency and accuracy.