工(gong)業污(wu)(wu)水(shui)(shui)對環境的污(wu)(wu)染(ran)日益加劇，改善(shan)水(shui)(shui)質、保護(hu)水(shui)(shui)源的呼聲越來越高(gao)，污(wu)(wu)水(shui)(shui)檢測人員的職業培訓或(huo)自學(xue)可以采用本書。

綜(zong)合(he)(he)實驗技能(neng)(neng)(neng)是(shi)用(yong)人單位對職(zhi)(zhi)業(ye)院校技能(neng)(neng)(neng)人才的(de)(de)普遍要(yao)求，所以培養學(xue)(xue)生(sheng)的(de)(de)綜(zong)合(he)(he)職(zhi)(zhi)業(ye)能(neng)(neng)(neng)力(li)理(li)所當然是(shi)職(zhi)(zhi)業(ye)學(xue)(xue)校課程(cheng)的(de)(de)教(jiao)學(xue)(xue)目標。在職(zhi)(zhi)業(ye)教(jiao)育(yu)一體化教(jiao)學(xue)(xue)課程(cheng)環(huan)境(jing)中，我們環(huan)境(jing)工(gong)(gong)(gong)程(cheng)課題(ti)小組成員通過分析職(zhi)(zhi)業(ye)教(jiao)育(yu)實際(ji)情況、開展(zhan)企業(ye)調研(yan)、召開實踐專家研(yan)討會(hui)等工(gong)(gong)(gong)作(zuo)形(xing)式，總(zong)結出環(huan)境(jing)工(gong)(gong)(gong)程(cheng)類專業(ye)學(xue)(xue)生(sheng)就業(ye)的(de)(de)主要(yao)崗位及就業(ye)后從事(shi)的(de)(de)典型(xing)工(gong)(gong)(gong)作(zuo)任務，并結合(he)(he)職(zhi)(zhi)業(ye)教(jiao)育(yu)過程(cheng)中系統化的(de)(de)模式，將這(zhe)些典型(xing)的(de)(de)工(gong)(gong)(gong)作(zuo)任務轉化為(wei)有(you)教(jiao)育(yu)價(jia)值、能(neng)(neng)(neng)培養學(xue)(xue)生(sheng)綜(zong)合(he)(he)職(zhi)(zhi)業(ye)能(neng)(neng)(neng)力(li)的(de)(de)學(xue)(xue)習任務。