工業(ye)污(wu)(wu)水(shui)(shui)(shui)對環境(jing)的(de)污(wu)(wu)染日益(yi)加(jia)劇，改善水(shui)(shui)(shui)質、保護(hu)水(shui)(shui)(shui)源的(de)呼聲越(yue)來(lai)越(yue)高，污(wu)(wu)水(shui)(shui)(shui)檢測人員(yuan)的(de)職業(ye)培訓(xun)或(huo)自學可以采用本書(shu)。

綜合實驗技能(neng)是(shi)用人(ren)單位對職(zhi)(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)技能(neng)人(ren)才(cai)的普遍要(yao)求，所以培養學生(sheng)的綜合職(zhi)(zhi)業(ye)(ye)(ye)能(neng)力理(li)所當然是(shi)職(zhi)(zhi)業(ye)(ye)(ye)學校(xiao)課程的教(jiao)(jiao)學目標。在職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育一(yi)體化(hua)教(jiao)(jiao)學課程環境(jing)中(zhong)(zhong)，我們環境(jing)工(gong)(gong)程課題(ti)小組成(cheng)員通過分析職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育實際情況、開展企業(ye)(ye)(ye)調研(yan)、召(zhao)開實踐專家研(yan)討會(hui)等工(gong)(gong)作形式，總結(jie)出環境(jing)工(gong)(gong)程類專業(ye)(ye)(ye)學生(sheng)就(jiu)業(ye)(ye)(ye)的主要(yao)崗位及就(jiu)業(ye)(ye)(ye)后(hou)從事的典(dian)型(xing)工(gong)(gong)作任務，并(bing)結(jie)合職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)育過程中(zhong)(zhong)系統化(hua)的模式，將這些(xie)典(dian)型(xing)的工(gong)(gong)作任務轉(zhuan)化(hua)為有教(jiao)(jiao)育價值、能(neng)培養學生(sheng)綜合職(zhi)(zhi)業(ye)(ye)(ye)能(neng)力的學習任務。