Objective: To explore the effects of “listening, speaking, reading and writing” four-dimension whole course intervention in the patients with motor aphasia after stroke. Methods: A total of 64 patients with post-stroke motor aphasia hospitalized in our hospital from February 2016 to March 2017 were randomly divided into control group and observation group, 32 cases in each group. The control group received routine nursing program, while the observation group adopted the four-dimensional intervention of listening, speaking, reading and writing. Boston Diagnostic Aphasia (BDAE) and the Chinese version of 39-generic version of the Stroke and Aphasia Quality of Life Scale (SAQOL-39g) were used to evaluate the changes of speech function and quality of life in the two groups before and after intervention. Results: There was no significant difference in the level of speech function and the quality of life between the two groups before the intervention (P>0.05). After intervention, 12 cases in the observation group were markedly effective, 18 cases were effective, 2 cases were invalid, 6 cases in the control group were markedly effective, 16 cases were effective, 10 cases were ineffective, and the improvement of speech function in the observation group was significantly better than that in the control group (P<0.05). Each dimension and total scores of SAQOL-39g in the observation group were significantly better than those in the control group (P<0.05). Conclusion: The “listening, speaking, reading and writing” four-dimension whole course can effectively improve speech expression and improve the quality of life of patients with post-stroke aphasia, and all of them are noninvasive, which is worthy of further promotion in clinical practice.