本研究的目的在於探討教師對開放式家庭作業回饋方式的差異，對學生學習成效的影響。在家庭作業形式方面，研究者選擇台灣地區國民中學較不常見的開放式題型作為家庭作業的形式，原因為選擇題答對並不見得對該題的解題概念完全掌握，有可能只了解其中一部分概念即猜中選擇題答案。此外，研究者提出開放式家庭作業的格式，以協助學生有根據的完成作業。
研究內容以牛頓三大運動定律為例，採用準實驗研究設計，研究對象為國中三年級的學生，取樣的方式為方便取樣，將研究者教導的三個國三班級分派為客製化書面回饋組、課堂口頭回饋組以及齊頭式書面回饋組(控制組)，三組學生皆於牛頓三大運動定律課程與開放式作業的前、後，進行牛頓三大運動定律的前、後測(封閉式與開放式)及學習動機前、後測，以了解學生的學習成效有何差異；另外，以學生自我檢核表了解各組學生對課程、作業、回饋內容、回饋方式所抱持的態度。最後，以開放式家庭作業觀感量表及半結構式晤談了解學生的想法。
研究結果顯示:(1)牛頓運動定律的學習成效，書面客製化回饋組在前、(開放式)後測的進步幅度最大，課堂口頭回饋組次之，控制組最少；(2)三組學生的學習動機前、後測無顯著差異；(3)客製組學生普遍認為教師客製化回饋對其在學習上有相當大的幫助，雖然在信心方面的提昇不是很大，但仍具有正面意義。
最後，建議在開放式家庭作業的回饋方面，以研究者提出的客製化書面回饋方式搭配教師課堂口頭的講解，除確實讓每一位學生了解自己概念錯誤的原因外，也能讓學生觀摩了解同儕的錯誤，期使家庭作業徹底發揮幫助學生學習的功能。

The purpose of this research was to explore the impact of different ways of teachers’ feedback on the students’ learning achievement. Researcher choose open-ended type as homework question type, because it’s hard to confirm what students really understand and the type used hardly with homework or test in Taiwan. Additionally, researcher used special written homework form to help student express what he (or she) thought.
With Newton’s Three Laws of Motion as the learning material, quasi experimental research design was applied to the students in the third grade of a junior high school, who were selected through convenient sampling. The three classes in the third grade of a junior high school taught by the researchers were sorted into three groups: the customized written feedback group, the in-class oral feedback group and block format written feedback group - the control group. In order to detect the difference in students’ learning achievement, pretest and post test on the master level of the learning material were given to all three groups before and after the lesson on Newton’s Laws of Motion with a written homework, so were the pretest and post test on the study motives. In addition, a self-examination survey was employed to the students of each group to measure their attitude towards the lesson, the homework, the contents, and the methods of feedback. In the end, a written homework questionnaire and semi-structured interview were conducted to learn about the students’ thoughts.
The study results are as follows: (1) According to the pretest and post test on the learning achievement on Newton’s Three Laws of Motion, the customized written feedback group showed the biggest progress, followed by the in-class oral feedback group, while the block format written feedback group showed the slightest progress or even a setback; (2)There was no apparent difference in the pretest and post test on the study motives of the students from each group; (3)almost all of the customized written feedback group thought that teacher’s feedback is really helpful, though it didn’t higher student’s confidence very much, it still play a positive role to student’s learning.
Researcher suggested that written homework feedback should include customized feedback and in-class oral feedback, therefore every student could understand why the answer is wrong and learn from the mistake of others. The main purpose is to bring homework into full play, in other word it’s to supporting students’ learning.

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