本研究試圖在既有教育方式外，另闢蹊徑，利用系統思考「以繪圖方式來呈現思考課題中各環節間的因果回饋狀態及時間相應關係」這樣一種特色，設計出「八爪章魚覓食教學法」，將問題解決能力之培養教育分為三個主要步驟，即完全圖形化的問題定義、問題分析及對策擬定，並實際讓高中生針對與其切身相關的生活問題進行演練。經過實際操作，本研究發現團隊合作以及統一的圖形邏輯呈現方式，高中生可以有效培養自我問題解決能力並建立學習型組織的雛型。此外，為有效節省學習時間、增進學習效率，本研究嘗試將上述教學法融入作文教學當中，由於作文本身就是系統性整合思考很強的活動，且寫作的起承轉合思維與上述教學法的邏輯有異曲同工之處，因此本研究也深入探討分析「八爪章魚覓食教學法」如何有效運用在英文寫作與國文寫作之教學上。

This study attempts to design an octopus foraging teaching approach to think about the causal and effect between the various aspects of the thinking subject and the time-dependent relationship. The education of problem-solving ability is divided into three main steps, complete graphical problem definition, problem analysis and strategy formulation. High school students will exercise their immediate relevance to the life. This study found that teamwork and a unified graphical logic presentation to high school students can effectively develop self-problem-solving ability and the establishment of learning organization prototype. In addition, in order to save time and improve learning efficiency, this study tries to integrate the above teaching method into composition teaching. Writing is a systematic integration of thinking activities, and is very similar to the teaching method of logic. This study also effectively explores the analysis of “octopus foraging teaching method” to use the writing and writing in the teaching of Chinese writing.