在教育的历史长河中，无论时代如何变迁，教育的核心始终聚焦于学生的全面发展。然而，随着新世纪的到来，人们逐渐意识到，除了传统的知识与技能培养，学生的非认知技能同样至关重要，这些技能不仅关系到学生的个体成长，也对其未来融入社会、与他人建立良好关系产生深远的影响。因此，师生之间的关系与学生非认知技能的发展愈发紧密地联系在一起。在师生关系中，教师对学生的非认知技能产生着深远的影响，教师通过自身的情感、态度和行为去引导学生、激发学生的潜能，并促进学生的全面发展。那么，师生关系主要影响学生非认知技能的哪些方面，这种影响是积极的还是消极的？对于不同年龄段的学生，他们在受到教师影响后，其非认知技能的表现是否会呈现出差异化的特征？本文将针对学生群体，分别讨论小学生（10岁学生组）和中学生（15岁学生组）在非认知技能上是否会受到学校教师的影响，以及在与教师互动和交往后所产生的数值差异。数据来源经济合作与发展组织（OECD）所开展的社会与情感能力评估（SSES）研究，该研究基于大五人格的五个维度，确定了评估指标：即任务能力、开放能力、协作能力、情绪控制能力和交往能力；每个维度下有3个子能力，并依据各能力设计8道试题。本研究选取的是中国苏州地区被调查的学生数据，通过数据清洗和筛除，共得有效学生样本7246个。本研究共有六个部分，第一部分是绪论，第二部分是文献综述，第三部分是研究设计，在第四部分和第五部分将分别针对小学生和中学生，探讨和分析师生关系如何影响他们的非认知技能发展，第六部分是分析研究结果。研究结果表明，师生关系对学生非认知技能发展的影响中存在着显著的年龄差异。教师公平性的影响在不同年龄段学生中表现出不同的趋势，10岁小学生对教师公平性的感知尚不明显，而15岁中学生则对此更为敏感，并在交往能力方面显示出显著的负向影响。其次，师生相处的影响范围也随着年龄的增长而扩大，从小学生的交往能力到中学生的多个方面均有体现。此外，教师关怀对两个年龄段学生的影响程度和方面也存在差异，尤其在小学生的情绪控制能力上表现显著。

In the long history of education, no matter how the times change, the core of education always focuses on the comprehensive development of students. However, with the arrival of the new century, people gradually realize that in addition to traditional knowledge and skill cultivation, non cognitive skills of students are also crucial. These skills are not only related to individual growth, but also have a profound impact on their future integration into society and building good relationships with others. Therefore, the relationship between teachers and students is increasingly closely linked to the development of non cognitive skills in students. In the teacher-student relationship, teachers have a profound impact on students' non cognitive skills. Teachers guide students, stimulate their potential, and promote their comprehensive development through their own emotions, attitudes, and behaviors. So, what aspects of non cognitive skills do teacher-student relationships mainly affect students, and is this impact positive or negative? Will the performance of non cognitive skills among students of different age groups show differentiated characteristics after being influenced by teachers?This article will focus on the student population and discuss whether primary school students (10 year old group) and middle school students (15 year old group) are influenced by school teachers in non cognitive skills, as well as the numerical differences resulting from interaction and interaction with teachers. The data comes from the Social and Emotional Competence Assessment (SSES) study conducted by the Organization for Economic Cooperation and Development (OECD), which is based on five dimensions of the Big Five personality traits and identifies evaluation indicators: task ability, openness, collaboration ability, emotional control ability, and communication ability; There are 3 sub abilities in each dimension, and 8 test questions are designed based on each ability. This study selected student data from Suzhou, China, and obtained a total of 7246 valid student samples through data cleaning and screening.This study consists of six parts. The first part is the introduction, the second part is the literature review, and the third part is the research design. In the fourth and fifth parts, we will respectively explore and analyze how the teacher-student relationship affects the development of non cognitive skills in primary and secondary school students. The sixth part is to analyze the research results.The research results indicate that there is a significant age difference in the impact of teacher-student relationships on the development of non cognitive skills among students. The impact of teacher fairness shows different trends among students of different age groups. The perception of teacher fairness among 10-year-old elementary school students is not yet significant, while 15-year-old middle school students are more sensitive to this and show a significant negative impact on communication ability. Secondly, the scope of influence of teacher-student interaction also expands with age, reflecting various aspects from primary school students' communication skills to secondary school students. In addition, there are differences in the degree and aspects of teacher care on students of two age groups, especially in the emotional control ability of primary school students.