In the context of unprecedented changes in a century, strengthening school-enterprise innovation cooperation and promoting the transformation of scientific and technological achievements are the keys to enhancing the country''s innovation strength and promoting the country''s scientific and technological transformation. However, the overall performance of school-enterprise innovation cooperation in China is not optimistic, and how to improve its overall performance has become an urgent problem to be solved. Moreover, multi-dimensional proximity is a common pre-factor to measure the performance of school-enterprise innovation cooperation, and its influence relationship is constantly changing with the changes of the external environment. Therefore, based on the theoretical analysis and case investigation, this passage constructs the connotation dimension of multi-dimensional proximity and the impact relationship model on the performance of school-enterprise innovation cooperation, and explores and verifies the conceptual model by means of questionnaire and structural equation. The results show that cognition, technology and relationship proximity positively affect the performance of school-enterprise innovation cooperation through the two intermediaries of cooperation trust and cooperation dependence, but the role of geographical proximity is declining. Meanwhile, the regulatory role of government guidance support and technology intermediary service is complementary and significant.