This thesis is related how to design a learning technology system, which involves some basic conceptions and knowledge with respect to what is technology, what is learning, what is design, and what is learning technology system.In general, technology refers to the ability that people employ the corresponding tools to affect on objects for reaching a specific goal. Learning technology is the ability that learner uses the corresponding learning tools to affect on learning objects for reaching the specific learning goal. Learners, learning tools and learning objects are three basic elements of the learning technology system. In some given learning conditions, the interactive process between learners, learning tools and learning object is learners' learning process, in which learners acquire the knowledge, improve the skill and change the character.Design is a thinking activity that refers to a process of assumption, planning and constructing in mind, and also will present it in a certain form. The aim of any design is to solve the issues at big degree and meet full needs. So, it is the aim of learning technology system design to solve the issues that learners are faced in their learning process as good as possible and meet all needs, including to serve learners' learning better. In such case, three elements of learning technology system, learning environment, learning result and learning process, are related to for design. Meanwhile, it is most important to analysis and design learning models.The thesis consists of four parts: One introduces the basic concept and definition about technology, learning, design, and learning technology system design; Two analysis the elements and environments of the system; Three is the key point of the thesis, which gives the design and analysis of learning model; Last is a practical application based on the learning model. Major contents of each chapter are:Chapter one: Definitions to learning, technology, design, and learning technology system are discussed.Chapter two: Knowledge, ability, learning motion, and learning style are analyzed and studied.Chapter three: A new definition of learning resources is offered based on the analysis of present definitions of resources and learning resources, and learning resources are sorted in details.Chapter four: Learning tools are classified according to human themselves (including both physical and spiritual facets) and the extension of human beings' functions. The differences between computer and human brains are deeply compared. Chapter five: Environment and learning environment are analyzed and defined. The relationships between environment, resource, and tools are also clarified. Chapter six: Analyzing the advantages and disadvantages of present learning process model. A "meta-control model of learning process" is described, based on the latest achievements of neurophysiology and psychology. An advanced "rapid-path assumption" of memory that has an important practical significance is offered. Theissues of memory controlling and coding with "meta-control system" and "calculating system" like computer CPU are explained. And some existing contradictions within "meta-control model of learning process" are discussed.Chapter seven: An ideal model of learning technology system is constructed. Some design principles and laws to the ideal learning technology system are given. Several practical cases of learning technology system design are presented.