本研究根據呂秋蓮(2015)之研究資料與數據，探討臺灣北部地區國小普通班 教師面對ADHD學生教學困擾與因應策略之關係，並建立教學困擾與因應策略之 模式。樣本來源根據呂秋蓮(2015)之抽樣結果，分層隨機抽樣方式，抽取臺灣北 部地區（包括臺北市、新北市、桃園縣及新竹市）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，有效樣本395人。所得資料以相關以及驗 證性因素分析進行。研究結果如下： 一、 國小一般教師在面對ADHD學生之教學困擾與因應策略之內部因素層面均具 有良好之高相關，對於解釋教學困擾嚴重程度與因應策略使用優先具有良好 效果。 二、 國小一般教師在面對ADHD學生之教學困擾與因應策略模式以課程與教學、 班級經營管理以及支持系統三大因素去作探討，此模式具有良好建構效度。 最後，根據研究結果提出建議，以供教育人員及後續研究做為參考。

The research that was according to study of Qiu-Lian, Lu(2015) 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 the northern area of Taiwan. By stratifying 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 included correlation test and confirmatory factor analysis. The results are listed below: 1. It got high correlation on inner factor of the elementary school teachers’ difficulties and using coping strategies. 2. The model of teaching difficulty and coping strategy with teaching ADHD of teacher can divide three factors: curriculum and instruction, class management, and support system. This model got well validity. Finally, based on the results, the researcher provided suggestions for educators and follow-up studies.