工業污(wu)水(shui)對環境的(de)污(wu)染日益加(jia)劇，改(gai)善水(shui)質、保護水(shui)源的(de)呼(hu)聲(sheng)越(yue)來(lai)越(yue)高(gao)，污(wu)水(shui)檢測人員的(de)職業培訓(xun)或(huo)自(zi)學可以采用(yong)本(ben)書。

綜(zong)合(he)實(shi)(shi)驗(yan)技(ji)能(neng)是(shi)用人單位(wei)對職(zhi)(zhi)業(ye)院(yuan)校技(ji)能(neng)人才(cai)的(de)普(pu)遍要(yao)求，所以培(pei)養學生(sheng)(sheng)的(de)綜(zong)合(he)職(zhi)(zhi)業(ye)能(neng)力理所當然是(shi)職(zhi)(zhi)業(ye)學校課程(cheng)(cheng)的(de)教學目標。在職(zhi)(zhi)業(ye)教育(yu)(yu)一體化教學課程(cheng)(cheng)環(huan)境(jing)中(zhong)，我們(men)環(huan)境(jing)工(gong)(gong)程(cheng)(cheng)課題小組成(cheng)員通過分析職(zhi)(zhi)業(ye)教育(yu)(yu)實(shi)(shi)際情況、開(kai)展企業(ye)調研、召開(kai)實(shi)(shi)踐專家研討(tao)會等工(gong)(gong)作(zuo)形式(shi)，總結出環(huan)境(jing)工(gong)(gong)程(cheng)(cheng)類專業(ye)學生(sheng)(sheng)就業(ye)的(de)主(zhu)要(yao)崗位(wei)及就業(ye)后從事的(de)典型工(gong)(gong)作(zuo)任(ren)(ren)務，并結合(he)職(zhi)(zhi)業(ye)教育(yu)(yu)過程(cheng)(cheng)中(zhong)系(xi)統化的(de)模(mo)式(shi)，將這些典型的(de)工(gong)(gong)作(zuo)任(ren)(ren)務轉(zhuan)化為有教育(yu)(yu)價值、能(neng)培(pei)養學生(sheng)(sheng)綜(zong)合(he)職(zhi)(zhi)業(ye)能(neng)力的(de)學習任(ren)(ren)務。