本研究目的在探討國小普通班教師面對ADHD學生時所產生的教學困擾及採 行的因應策略，與因應策略之實施成效。研究方法以分層隨機抽樣方式，抽取臺 灣北部地區近兩年於任教班上有ADHD學生就讀之公立國小普通班教師450人， 其中有效樣本數為395人。所得資料以描述性統計、t考驗、單因子變異數分析及 列聯相關等進行資料分析與處理。研究結果：一、教師在面對ADHD學生時，教 學困擾感受趨於中下程度，以課程教學層面感受較深；因應策略的使用情形、實 施成效趨於中上程度，主要使用於支持系統整合、班級經營及管理策略調整層面， 而班級經營及管理策略調整層面成效較佳；二、在教師個人背景變項中，教學困 擾、因應策略的使用情形會因不同性別及學校規模有顯著差異，以女性與任教於 24班(含)以下教師面臨較多教學困擾，而女性、任教於25-49班及50班（含）以 上的教師使用頻率較高；因應策略的實施成效會因教師不同教學年資及學校規模 有顯著差異，以任教21年以上、25-49班與50班(含)以上教師實施成效較佳；三、 在學生個人背景變項中，教學困擾會因不同班級年段及是否有固定運動習慣有顯 著差異，以低、中年級與無固定運動習慣ADHD的教師面臨較多教學困擾；因應 策略的使用情形、實施成效會因學生是否有固定運動習慣有顯著差異，以有固定 與無固定運動習慣ADHD的兩類教師，使用頻率高於不清楚學生是否有運動習慣 的教師，而有固定運動習慣ADHD的教師實施成效較其他兩類教師為佳；四、教 師面對ADHD時，因應策略使用情形愈高，實施成效愈好。本研究根據研究結果 提出建議作為教育主管行政機關、相關人員及未來研究之參考。

Purpose: The research aims to discuss the relationship between teaching difficulties and coping strategies when teachers of regular classes teach students with attention deficit and hyperactivity disorder (ADHD) in elementary schools of northern Taiwan. Methods: By stratified random sampling, this research involved 450 regular class teachers who had taught ADHD students in the past two years in public elementary schools of Taipei City, New Taipei City, Taoyuan County, and Hsinchu City; 395 valid questionnaires were collected. Finally, statistical analyses were performed with the statistical package SPSS 20.0, including descriptive statistics, t-test, on-way analysis of variance, and chi-square test. Results/findings: Four main results are listed in this study: (1) The elementary school teachers of had less difficulties in teaching with higher frequency of using coping strategies which were highly effective. (2)There were significant differences in either teaching difficulties or coping strategies as a function of teachers5 gender and the size of school. Moreover, the difference in coping efficacy was significant caused by teachers’ seniority and the school sizes. (3)According to ADHD students’ personal backgrounds, the elementary school teachers’ teaching difficulties were different significantly resulted from different class levels and ADHD students’ exercising habits. In addition, the frequency of using coping strategies and effects were significantly different between ADHD students’ with or without exercise habit. (4)When the elementary school teachers used coping strategies more often, they got better effects in teaching ADHD students. Conclusions/Implications: Based on the results, the researcher provided suggestions for education administration, elementary school teachers, elementary schools and follow-up studies.