工業(ye)污(wu)水(shui)對環境的污(wu)染日益加(jia)劇，改善水(shui)質、保護水(shui)源的呼聲越(yue)來(lai)越(yue)高，污(wu)水(shui)檢(jian)測(ce)人員的職業(ye)培(pei)訓或自(zi)學可以采用本書。

綜(zong)合實(shi)驗技(ji)能(neng)是用人單位(wei)對職(zhi)業(ye)院校(xiao)技(ji)能(neng)人才的(de)(de)(de)普遍(bian)要(yao)求，所以培養學生(sheng)的(de)(de)(de)綜(zong)合職(zhi)業(ye)能(neng)力(li)理所當然是職(zhi)業(ye)學校(xiao)課(ke)程(cheng)的(de)(de)(de)教(jiao)(jiao)學目標。在職(zhi)業(ye)教(jiao)(jiao)育(yu)一體(ti)化(hua)教(jiao)(jiao)學課(ke)程(cheng)環境(jing)中(zhong)，我們環境(jing)工(gong)(gong)(gong)程(cheng)課(ke)題小組成員通過(guo)分析職(zhi)業(ye)教(jiao)(jiao)育(yu)實(shi)際(ji)情況(kuang)、開展(zhan)企業(ye)調研(yan)(yan)、召開實(shi)踐專(zhuan)家研(yan)(yan)討(tao)會(hui)等(deng)工(gong)(gong)(gong)作(zuo)形(xing)式，總(zong)結出環境(jing)工(gong)(gong)(gong)程(cheng)類專(zhuan)業(ye)學生(sheng)就(jiu)業(ye)的(de)(de)(de)主要(yao)崗位(wei)及就(jiu)業(ye)后從事的(de)(de)(de)典型(xing)工(gong)(gong)(gong)作(zuo)任(ren)務(wu)，并結合職(zhi)業(ye)教(jiao)(jiao)育(yu)過(guo)程(cheng)中(zhong)系統化(hua)的(de)(de)(de)模式，將這些典型(xing)的(de)(de)(de)工(gong)(gong)(gong)作(zuo)任(ren)務(wu)轉化(hua)為有教(jiao)(jiao)育(yu)價值、能(neng)培養學生(sheng)綜(zong)合職(zhi)業(ye)能(neng)力(li)的(de)(de)(de)學習(xi)任(ren)務(wu)。