“四全育人”（全员、全过程、全方位、全领域）是新时代高校落实立德树人根本任务的重要理念，对国际中文教育硕士（简称“汉硕”）人才培养提出了更高要求。当前，汉硕专业肩负着中华文化传播与国际中文教育的双重使命，如何在人才培养中实现价值引领、知识传授与能力培养的有机统一，成为亟待回应的现实问题。本研究以郑州大学汉硕专业为案例，综合运用文献研究法、案例分析法和比较分析法，系统审视其在“四全育人”视域下的培养现状。研究发现，郑州大学汉硕专业在师资结构、课程体系、实践资源等方面具有一定优势，但在“全员”维度存在专业教师课程思政意识有待激发、“全过程”维度存在思政教育与专业教育衔接不畅、“全方位”维度存在课外育人场景开发不足、“全领域”维度存在校外实践资源利用不系统等短板。针对上述问题，提出构建多元主体协同的育人共同体、打造贯通入学到毕业的全周期思政链、拓展覆盖课堂内外的立体化育人格局、打通校园与社会交融的实践链等优化路径，以期为同类高校汉硕人才培养体系改革提供参考。

"Four-All Education" (involving all personnel, throughout the entire process, across all dimensions, and in all fields) is a key concept for higher education institutions in the new era to fulfill their fundamental mission of cultivating virtue and talent. It sets higher expectations for talent development in the Master's Program in International Chinese Education (commonly known as "Chinese Teaching Master"). Currently, this program bears the dual responsibility of promoting Chinese cultural dissemination and advancing international Chinese education. How to achieve an organic integration of value guidance, knowledge transmission, and ability cultivation in talent development has become an urgent practical issue. Taking the Chinese Teaching Master program at Zhengzhou University as a case study, this research systematically examines its current status through literature review, case analysis, and comparative analysis within the framework of "Four-All Education." Findings indicate that while the program enjoys certain strengths in faculty structure, curriculum design, and practical resources, it still faces shortcomings: insufficient awareness among professional teachers regarding ideological and political education in teaching ("all personnel"); poor integration between ideological education and professional training ("entire process"); inadequate development of extracurricular educational scenarios ("all dimensions"); and unsystematic utilization of off-campus practice resources ("all fields"). To address these issues, this study proposes optimization strategies including building a collaborative educational community involving multiple stakeholders, establishing a comprehensive ideological and political education chain spanning from enrollment to graduation, expanding a three-dimensional educational framework covering both classroom and extracurricular activities, and creating an integrated practice network connecting campus and society. These recommendations aim to provide reference for reforming talent cultivation systems in similar universities.