Introducing　knowledge　sharing　into　higher　education　research　and　exploring　the　internal　influence　mechanism　of　teacher-student　relationship　on　knowledge　sharing　of　graduate　students　can　provide　better　guidance　and　reference　for　the　current　stage　of　higher　education　knowledge　management　practice.　Against　this　background,　this　study　built　and　verified　a　theoretical　model　to　explore　in　detail　the　impact　of　teacher-student　relationship　on　knowledge　sharing　of　graduate　students,　and　the　moderating　role　of　proactive　personality　in　such　process.　This　study　collected　data　across　two　time　points,　and　finally　obtained　a　sample　of　365　Chinese　graduate　students.　The　empirical　results　showed　that　the　teacher-student　relationship　was　positively　related　to　knowledge　sharing　behavior　of　graduate　students,　and　their　knowledge　sharing　willingness　partly　mediated　this　correlation.　Furthermore,　the　influence　of　teacher-student　relationship　on　knowledge　sharing　willingness　and　behavior　is　positively　moderated　by　proactive　personality.　Therefore,　the　findings　of　this　study　provide　educational　guidance　and　recommendations　for　promoting　knowledge　sharing　of　graduate　students.　The　teacher-student　relationship　has　a　significant　positive　impact　on　knowledge　sharing　behavior　of　graduate　students.Knowledge　sharing　willingness　of　graduate　students　partially　mediated　the　influence　of　teacher-student　relationship　on　their　knowledge　sharing　behavior.For　graduate　students　with　higher　levels　of　proactive　personality,　the　influence　of　teacher-student　relationship　on　their　knowledge　sharing　willingness　and　behavior　is　more　obvious　than　those　with　low　levels　of　proactive　personality.