本文針對臺東縣政府教育處所建構教師持續專業發展支持體系新模式，以活動理論、展化學習、結構洞和能動性等理論當成透鏡進行後設分析，將參與者透過展化學習的歷程所習得的內隱知識藉由書寫而成為外顯知識、及利用相關的圖示讓思維變得可見以利該歷程性知識的分享。並根據建構區域生態網絡支持系統新模式歷程的後設反思發現，提出對教師個人、對學校領導者以及對地方政的建議，期待相關能動者能再精緻轉化精進教學計畫提升教師教學專業和課程品質「中央、地方、學校」三級支持系統，以符應地方教育脈絡特殊性的需求，讓偏鄉學校之間形成區域生態網絡、培育在地人才補位結構洞、展現能動性帶領跨校教師組網絡實踐社群，以支持學校課程發展和教師專業發展而落實新課綱。

This study conducted a meta-analysis of the new model for a teacher continuous professional development support system constructed by the Education Department of Tainan County Government, using the theoretical lenses of activity theory, expansive learning, structural holes, and agency. The implicit knowledge acquired by participants through the process of expansive learning was made explicit through writing, and relevant diagrams were used to visualize thinking to facilitate the sharing of this process knowledge. Based on the meta-reflections on the process of constructing the new regional ecological network support system model, recommendations were made for individual teachers, school leaders, and local governments. It was hoped that relevant agents would further refine and improve teaching plans to enhance teacher professional development and curriculum quality. A three-tier “central, local, and school” support system was proposed to meet the specific needs of the local educational context, allowing schools in remote areas to form regional ecological networks, cultivate local talents to fill structural holes, and demonstrate agency in leading cross-school teacher network communities of practice to support school curriculum development and teacher professional development, thereby implementing the new curriculum guidelines.