Constructing ideas for writing is an important stage in the writing process. If students cannot brainstorm ideas for writing, they cannot start writing. Moreover, writing a composition with rich content demands greatly on students’ ability of making deep observation and experiencing life. How to enhance students’ ability to brainstorm ideas for writing has raised concerns in teaching writing. Previous research indicated that taking in information through all senses is helpful in arousing one’s deep feelings and generating more ideas for writing. Therefore, this study focused on using a multisensory approach in writing to enhance students’ ability in constructing ideas for writing. The researcher guided students to use multiple sensory modalities (sense of sight, hearing, smell, touch and taste) to observe and experience daily life in the hope that they can describe things and express emotions in writing.This was an action research which aimed to investigate the effectiveness of a multisensory approach in enhancing students’ ability in constructing ideas for writing. A total of nine Form one students from a local band two school participating in the research. This study adopted quantitative methods, including marking pre-test and protest writings and questionnaires, and qualitative methods, including the evaluation of pre-test and pro-test writings and interviews. First, conducted a questionnaire to find out writing difficulties of students. Then, examined the effectiveness of using a multisensory approach in writing by comparing students’ writing performance in the pre-test and pro-test. Finally, conducted a questionnaire and interviews to collect students comments towards using a multi-sensory approach in writing.The results showed that a multi-sensory approach could effectively enhance students’ ability in constructing ideas for writing and descriptive ability. Using a multi-sensory approach in writing helped students take in sensory messages and hence generate ideas for writing. There were improvements of students’ writing performance in pro-test. Students could write more and also describe something at multiple aspects. Findings of questionnaire and interviews indicated a multi-sensory approach could enhance students’ observation awareness and boost their interests and confidence in writing.寫前構思是寫作思維過程中重要的階段，學生能否動筆寫作，繼續整個寫作思維過程，取決於他們能否根據題目提取寫作素材，產生寫作意念。而且，要寫作一篇意念完整﹑內容豐富具體的文章，學生更需具備仔細觀察及體會生活的能力。故如何提升學生寫作構思的能力，是寫作教學關注的問題。而根據學者的研究，透過不同感官的資訊輸入，能幫助學生積累個人對不同事物的觀感，產生更多的寫作意念，解決題材記取的困難，使寫作內容更豐富充實。因此，本研究將教授學生運用五感觀察法寫作，引導學生運用五感(視覺﹑聽覺﹑嗅覺﹑觸覺﹑味覺)去體驗周遭的生活事物，把輸入的感官資訊及個人體會作為寫作的素材，細緻﹑具體地描述出來。本研究為行動研究，旨在探討利用五感觀察教學法提升學生的寫作構思能力的成效。研究共有九位來自第二組別中文中學的中一級學生參與，並以寫作前測﹑後測﹑問卷調查和個人訪談四個方式收集資料，作量化及質性分析。首先以寫作困難問卷調查了解學生的寫作困難，然後以量表評改的方法對寫作前測與後測進行量化及質性的分析，量度出學生寫作表現的變化。最後以學習成效問卷及個人訪談收集學生對五感觀察法提升寫作構思能力﹑描述能力﹑觀察意識﹑寫作興趣與信心的看法，全面探討運用五感觀察教學法寫作的成效。研究結果顯示，運用五感觀察教學法寫作能提升學生的寫作構思能力及描述能力。學生透過運用五感觀察法，能從不同感官輸入豐富的寫作素材。前﹑彼測的量化及質性分析顯示，學生寫作的篇幅增加了，並能運用感官描寫手法從多角度描寫人﹑事﹑物。另外，問卷及訪談結果顯示，運用五感觀察法寫作亦能提升學生觀察日常事物的意識及寫作的興趣與信心。
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